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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
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
FullText Text:
  Availability: 0
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  Data: The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment
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  Data: <searchLink fieldCode="AR" term="%22Brown%2C+Nicholas+R%2E%22">Brown, Nicholas R.</searchLink><br /><searchLink fieldCode="AR" term="%22Terry%2C+Robert%22">Terry, Robert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2013 54(2):44-56.
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
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  Data: Y
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  Data: 13
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  Data: 2013
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Leaders%22">Leaders</searchLink><br /><searchLink fieldCode="DE" term="%22National+Organizations%22">National Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Organizations%22">Student Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Nonformal+Education%22">Nonformal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Programs%22">Recreational Programs</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oklahoma%22">Oklahoma</searchLink>
– Name: ISSN
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  Data: 1042-0541
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: 31
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  Data: 2016
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  Label: Accession Number
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  Data: EJ1122303
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1122303
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 44
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Leaders
        Type: general
      – SubjectFull: National Organizations
        Type: general
      – SubjectFull: Student Organizations
        Type: general
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Leadership Training
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Nonformal Education
        Type: general
      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Recreational Programs
        Type: general
      – SubjectFull: Oklahoma
        Type: general
    Titles:
      – TitleFull: The Effects of Group Leader Learning Style on Student Knowledge Gain in a Leadership Camp Setting: A Repeated-Measures Experiment
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            NameFull: Brown, Nicholas R.
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            NameFull: Terry, Robert
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              Y: 2013
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