AB+-+Kozub+(2010)


 * **Reference: ** || Kozub, R. M. (2010). An ANOVA analysis of the relationships between business students’ learning styles and effectiveness of web based instruction. //American Journal of Business Education, 3//(3), 89-98. Retrieved from http://journals.cluteonline.com/index.php/AJBE/index ||
 * **Author's: ** || Kozub, R. M. ||
 * **Title:** || An ANOVA analysis of the relationships between business students’ learning styles and effectiveness of web based instruction. ||
 * **Year:** || 2010 ||
 * **Journal: ** || //Journal of Business Education // ||
 * **Retrieval Information**: || http://journals.cluteonline.com/index.php/AJBE/index ||
 * **Bibliography**: ||  ||
 * In a class of upper-class college students, Kozub failed to find a significant correlation between Kolb’s experiential learning style theory and the efficacy of Web Based Instruction (WBI). Kozub used an 2x4 Analysis of Variance (ANOVA) analysis experiment to determine whether students preferred learning styles, as measured by Kolb’s Learning Style Inventory (LSI-IIa), dictated how well they did in terms of performance, or likeability, on a classroom module, that was presented in three different manners – text-only, using WBI, and using enhanced features of WBI. A comparison was made of the 159 participants and their preferred learning style, their ACT composite scores, three other in-class examinations, and the score on the in-class test for this module, and a survey taken after the module to determine their reaction to it. The findings of this experiment were that while there is a positive correlation between how well students liked the module and the scores they earned, and between their scores and their cumulative ACT scores, there is no correlation between learning style, and (a) how the material is presented, (b) test score, and (c) reaction to how the material is presented. This study supports the findings of other researchers, notably Hodges and Evans (1983) and Trout and Crawley (1985) that there is no “ predictive utility of the learning styles construct ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 96 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The author did state that more research needs to be done to determine if, how, and when the use of enhancements in WBI would be beneficial to the student. My dissertation will be testing enhancements in WBI so this article is relevant and supportive. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Hodges R. B., & Evans, J. R. (1983). Effect Of three instructional strategies with juvenile delinquents of differing learning styles. //Current Trends in Correctional Education, 7//(3-4), 57-65.
 * Trout, J. S., & Crawley, F. E. (1985) "The effects of matching instructional strategy with selected student characteristics on Ninth Grade Physical Science students' attitude and achievement. //Journal of Research in Science Teaching, 22//(5), 407-419. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In a class of upper-class college students, Kozub failed to find a significant correlation between Kolb’s experiential learning style theory and the efficacy of Web Based Instruction (WBI). Kozub used an 2x4 Analysis of Variance (ANOVA) analysis experiment to determine whether students preferred learning styles, as measured by Kolb’s Learning Style Inventory (LSI-IIa), dictated how well they did in terms of performance, or likeability, on a classroom module, that was presented in three different manners – text-only, using WBI, and using enhanced features of WBI. A comparison was made of the 159 participants and their preferred learning style, their ACT composite scores, three other in-class examinations, and the score on the in-class test for this module, and a survey taken after the module to determine their reaction to it. The findings of this experiment were that while there is a positive correlation between how well students liked the module and the scores they earned, and between their scores and their cumulative ACT scores, there is no correlation between learning style, and (a) how the material is presented, (b) test score, and (c) reaction to how the material is presented. This study supports the findings of other researchers, notably Hodges and Evans (1983) and Trout and Crawley (1985) that there is no “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">predictive utility of the learning styles construct <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 96 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The author did state that more research needs to be done to determine if, how, and when the use of enhancements in WBI would be beneficial to the student. My dissertation will be testing enhancements in WBI so this article is relevant and supportive. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Hodges R. B., & Evans, J. R. (1983). Effect Of three instructional strategies with juvenile delinquents of differing learning styles. //Current Trends in Correctional Education, 7//(3-4), 57-65.
 * Trout, J. S., & Crawley, F. E. (1985) "The effects of matching instructional strategy with selected student characteristics on Ninth Grade Physical Science students' attitude and achievement. //Journal of Research in Science Teaching, 22//(5), 407-419. ||
 * * Hodges R. B., & Evans, J. R. (1983). Effect Of three instructional strategies with juvenile delinquents of differing learning styles. //Current Trends in Correctional Education, 7//(3-4), 57-65.
 * Trout, J. S., & Crawley, F. E. (1985) "The effects of matching instructional strategy with selected student characteristics on Ninth Grade Physical Science students' attitude and achievement. //Journal of Research in Science Teaching, 22//(5), 407-419. ||