The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment
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| Title: | The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment |
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| Language: | English |
| Authors: | Brown, Nicholas R., Terry, Robert |
| Source: | Journal of Agricultural Education. 2013 54(2):44-56. |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Oklahoma |
| ISSN: | 1042-0541 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2016 |
| Accession Number: | EJ1122303 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1042-0541 |
