Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses

Description:

The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools. Analysis of the data revealed that: (1) there are no significant differences among the perceptions of department chair people, faculty, and instructors toward the four perceived barriers to implementing multiple teaching strategies in a post-secondary electronics program; and (2) there are no significant differences in the perceptions electronics faculty members categorized by years teaching experience toward each of the four perceived barrier categories to implementing multiple teaching strategies in a post-secondary electronics program. However, further research is needed to substantiate what other barriers exist that may have an impact upon utilizing multiple teaching strategies in two-year technical and community college electronics courses.

Creator(s): Hutyra, Jerry Emil
Creation Date: May 2004
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Past 30 days: 2
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2004
  • Digitized: November 12, 2007
Description:

The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools. Analysis of the data revealed that: (1) there are no significant differences among the perceptions of department chair people, faculty, and instructors toward the four perceived barriers to implementing multiple teaching strategies in a post-secondary electronics program; and (2) there are no significant differences in the perceptions electronics faculty members categorized by years teaching experience toward each of the four perceived barrier categories to implementing multiple teaching strategies in a post-secondary electronics program. However, further research is needed to substantiate what other barriers exist that may have an impact upon utilizing multiple teaching strategies in two-year technical and community college electronics courses.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): barriers | teaching | strategies
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 55941044 |
  • ARK: ark:/67531/metadc4509
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Hutyra, Jerry Emil
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.