Tools

LEADER 04612ctm a2200505 i 4500

001 ocm41569152;

003 OCoLC;

005 20230530082537.0;

008 990618s1997 xx ak bm 000 0 eng d;

035 a| (Sirsi) o41569152;

035 a| (OCoLC)41569152;

049 a| EREE;

050 4 a| LB1060b| .P76 1997;

100 1 a| Proctor, Robin Owens,e| author.?| UNAUTHORIZED;

245 12 a| A case study analysis of the effects of learning styles self-awareness among community college developmental studies students /c| by Robin Owens Proctor.;

264 0 c| 1997.;

300 a| v, 94 leaves :b| illustrations, forms ;c| 28 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

502 b| M.A.c| East Carolina Universityd| 1997;

500 a| Submitted to the faculty of the Department of Counselor and Adult Education.;

500 a| Advisor: Vivian W. Mott;

520 3 a| The purpose of this thesis was to illustrate the effects of learning styles self-awareness on how community college developmental studies students approach the learning process. Learning styles are the ways by which individuals prefer to acquire, process, and utilize information. Most of the current literature and research on learning styles has focused on high school or traditional age college students and has used learning styles assessment primarily for matching teaching styles to students' learning styles. However, because of the open-door policy of the community college system, more and more non-traditional students enter with educational deficits; consequently, research was needed which focused particularly on them. This research showed the importance of students learning about themselves and utilizing style appropriate study methods to be more at-ease in educational situations, thereby improving their attitudes toward learning and their potential persistence in educational endeavors To find out how aware students were of their own learning styles, this research employed qualitative case study methodology, featuring document reviews, interviews, and learning styles assessments. The four purposefully selected participants were interviewed and received learning styles assessments and customized study strategies. The initial findings indicated that the participants were limited in their degree of self-awareness as learners and in their ability to express their thoughts about learning. Following the learning styles strategies recommendations, subsequent findings from the second interviews showed that the students gained self-awareness, improved their use of learning strategies, and had an increase in self-esteem. Additional findings included that the students needed supportive people and a feeling of connectedness with the learning environment and that the participants' previous educational experiences shaped how they reacted to current learning situations This research has important implications for adult learning theory and educational practice. Students in the community college developmental studies program can benefit from learning how to learn and from gaining the self-awareness and self-esteem that may come with learning styles assessment and strategies counseling.;

504 a| Includes bibliographical references (leaves 59-62).;

650 0 a| Learning, Psychology of.=| ^A538;

650 0 a| Community college students.=| ^A250270;

650 7 a| Community college students.2| fast0| (OCoLC)fst00870726;

650 7 a| Learning, Psychology of.2| fast0| (OCoLC)fst00995009;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

655 7 a| Thèses et écrits académiques.2| rvmgf0| (CaQQLa)RVMGF-000001173;

700 1 a| Mott, Vivian W.,e| degree supervisor.=| ^A384240;

710 2 a| East Carolina University.b| Department of Counselor and Adult Education.?| UNAUTHORIZED;

856 41 z| Access via ScholarShipu| http://hdl.handle.net/10342/10230;

949 a| Click on web addressw| asish| joyner101;

949 a| Click on web addressw| asish| hsl111;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 650263;

999 a| ASK AT SPECIAL COLLECTIONS DESKw| ASISc| 1i| 1164006d| 3/12/2002l| JSCJTHDm| JOYNERr| Ys| Yt| JSCJTHDu| 3/12/2002x| ETDz| JSPECCOLLo| .STAFF. 0;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 650263-3001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 5/30/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 650263-4001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 5/30/2023x| ETDz| HERESOURCE;

A case study analysis of the effects of learning styles self-awareness among community college developmental studies students / by Robin Owens Proctor.

Author/creator	Proctor, Robin Owens author.
Other author	Mott, Vivian W., degree supervisor.
Other author	East Carolina University. Department of Counselor and Adult Education.
Format	Theses and dissertations
Production	1997.
Description	v, 94 leaves : illustrations, forms ; 28 cm
Supplemental Content	Access via ScholarShip
Subjects	Learning, Psychology of. Community college students.

Summary	The purpose of this thesis was to illustrate the effects of learning styles self-awareness on how community college developmental studies students approach the learning process. Learning styles are the ways by which individuals prefer to acquire, process, and utilize information. Most of the current literature and research on learning styles has focused on high school or traditional age college students and has used learning styles assessment primarily for matching teaching styles to students' learning styles. However, because of the open-door policy of the community college system, more and more non-traditional students enter with educational deficits; consequently, research was needed which focused particularly on them. This research showed the importance of students learning about themselves and utilizing style appropriate study methods to be more at-ease in educational situations, thereby improving their attitudes toward learning and their potential persistence in educational endeavors To find out how aware students were of their own learning styles, this research employed qualitative case study methodology, featuring document reviews, interviews, and learning styles assessments. The four purposefully selected participants were interviewed and received learning styles assessments and customized study strategies. The initial findings indicated that the participants were limited in their degree of self-awareness as learners and in their ability to express their thoughts about learning. Following the learning styles strategies recommendations, subsequent findings from the second interviews showed that the students gained self-awareness, improved their use of learning strategies, and had an increase in self-esteem. Additional findings included that the students needed supportive people and a feeling of connectedness with the learning environment and that the participants' previous educational experiences shaped how they reacted to current learning situations This research has important implications for adult learning theory and educational practice. Students in the community college developmental studies program can benefit from learning how to learn and from gaining the self-awareness and self-esteem that may come with learning styles assessment and strategies counseling.
General note	Submitted to the faculty of the Department of Counselor and Adult Education.
General note	Advisor: Vivian W. Mott
Dissertation note	M.A. East Carolina University 1997
Bibliography note	Includes bibliographical references (leaves 59-62).
Genre/form	Academic theses.
Genre/form	Academic theses.
Genre/form	Thèses et écrits académiques.

Availability

Library	Location	Call Number	Status	Item Actions
Joyner	University Archives	ASK AT SPECIAL COLLECTIONS DESK	✔ Available	Request Material
	Electronic Resources	Access Content Online	✔ Available

A case study analysis of the effects of learning styles self-awareness among community college developmental studies students / by Robin Owens Proctor.

Click here for more information about this title

Availability