Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Physics--Study and teaching;
Abstract
This study asked the question: Is the gain in physics achievement, process skills, and attitudes toward physics, using the PRISMS teaching strategy, different among high school physics students in the four cognitive learning modes identified by the Kolb Learning Styles Inventory (LSI)? In this study a group of high school physics students were tested for gains in scores in the three areas mentioned in the statement of the problem. This treatment group was taught using PRISMS teaching strategies. Their learning styles were classified according to the Kolb LSI. The procedure followed for this study included administration of the Kolb LSI to each of 58 twelfth-grade physics students at several small upper midwest schools. These 58 students were pretested in the fall of their senior year using the New York Regents High School Physics Examination (PT) for physics knowledge, the Test of Integrated Skills (TIPS II) to measure process skills, and the Physics Attitude Index (PAI). Post-testing was conducted in the spring of the same school year using alternate forms of the tests. The same attitude index was utilized as in the pretest. Forty-nine (49) of the original fifty-eight (58) students completed all parts of the evaluation. Results of One Way Analysis of Variance indicated that there were no significant differences at the p = 0.05 level for gains in any of the areas tested; physics gain, process skills, and attitude toward physics among the four cognitive modes. Pearson Correlation Coefficients calculations showed the study sample appeared to correspond reasonably with the scores obtained by Kolb. The attitude gain score was found to be significantly correlated with the Active Experimenter (AE). Those who tended to score high in this dimension showed more improvement in attitudes toward physics than those who scored low as (AE). It was concluded that since none of the four learning styles was more effective than the others for developing gains in test scores for physics achievement, process skills, and attitudes toward physics in students experiencing the PRISMS teaching strategy, no implications for changes in physics teaching could be drawn from this study.
Year of Submission
1990
Degree Name
Master of Arts in Education
Department
Department of Physics
First Advisor
Roy D. Unruh
Second Advisor
Timothy M. Cooney
Third Advisor
Russel Wiley
Date Original
1990
Object Description
1 PDF file (96 leaves)
Copyright
©1990 Michael P. Kelly
Language
en
File Format
application/pdf
Recommended Citation
Kelly, Michael P., "The Effects of PRISMS Learning Cycle Strategies on Achievement, Integrated Process Skills, and Attitudes Towards Physics of High School Physics Students When Referenced to Kolb’s Learning Style Inventory" (1990). Dissertations and Theses @ UNI. 2148.
https://scholarworks.uni.edu/etd/2148
Comments
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