Graduate Program
Technology
Degree Name
Master of Science (MS)
Semester of Degree Completion
2011
Thesis Director
David Melton
Thesis Committee Member
Jerry Cloward
Thesis Committee Member
Rendong Bai
Thesis Committee Member
Luke Steinke
Abstract
This study analyzed the effects that the instructor has in determining if student knowledge of a given subject is significantly impacted when teaching styles differ. The study examined the effects of the independent variable (learning through instruction style) on the one dependent variable: knowledge (gained and retained).
Traditional educational methods often vary between instructors, even when those instructors teach the same course. Teachers' objectives are to present the course information in a way that will be the most beneficial to the student. The teachers have to consider situational factors, goals for the course, learning styles, and level of learning. "In general when professors put together their curriculum they select a textbook for that course and skim though it noting important topics. Then they prepare lectures or projects depending on their desired class structure." (University of Oklahoma, 2006, p. 1)
Data collection for this study was done through the use of multiple quasiexperimental testing apparatuses: pretest, posttest, and delayed posttest. The study consisted of two sections of a Computer-Aided Engineering Drawing course, taught at Eastern Illinois University (EIU) in Charleston, Illinois during Spring Semester 2009.
Based on the analysis performed, with regards to knowledge gained and retained during the different learning modules, neither teaching styles had a statistically significant role in increasing the knowledge obtained.
Recommended Citation
DeVries, Ryan, "The effects of teaching styles on student knowledge" (2011). Masters Theses. 997.
https://thekeep.eiu.edu/theses/997
