The effects of teaching styles on student knowledge

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).
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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.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	David W Melton (Supervisor)