The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment

Autor/inn/en	Brown, Nicholas R.; Terry, Robert, Jr.
Titel	The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment
Quelle	In: Journal of Agricultural Education, 54 (2013) 2, S.44-56 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Cognitive Style; Leaders; National Organizations; Student Organizations; Summer Programs; Outcomes of Education; Pretests Posttests; Leadership Training; Statistical Analysis; Nonformal Education; Small Group Instruction; Agricultural Education; High School Students; Recreational Programs; Oklahoma + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Fachleiter; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Sommerkurs; Lernleistung; Schulerfolg; Führungslehre; Statistische Analyse; Non-formal education; Non formal education; Nichtformale Bildung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Freizeitplanung
Abstract	Many state FFA associations conduct summer camps focusing on leadership and personal development for FFA members. Interestingly, little research has been conducted on the impact or outcomes of these common activities. The purpose of this split-plot factorial repeated-measures experiment was to assess the level of campers' learning of the curriculum taught during small group breakout sessions and to study the effects of the learning style of camp Small Group Leaders on student knowledge gain of camp curriculum measured by pre-test and post-test scores. Analysis of variance was utilized to test null hypotheses using an F-ratio to determine the significance (a = 0.05). Although there was a significant difference between pre-test and post-test scores, the interaction of test scores and SGL learning style failed to produce a statistically significant interaction; therefore, there was no significant treatment effect by SGL learning style. Recommendations for camp leaders in response to study results include regular summative assessments of the camp experience, annual evaluations of Small Group Leaders and campers, and the formation of instructional standards and learning goals. Further research was recommended in the impact of teacher learning styles on student academic performance in informal educational settings. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01