The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University

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This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received … continued below

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Adams, Wesley May 2008.

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This study investigated the effects of interactive lessons and learning style on student learning outcomes in self-defense education classes. The study utilized an experimental design that incorporated four self-defense education classes at the University of North Texas (UNT) during the fall semester 2007 (N = 87). A pre-test was administered during the first week of class to determine prior knowledge of the participants. The Visual Auditory Reading/Kinesthetic Inventory (VARK) was used to assess the learning styles of the students and was completed after the pre-test of knowledge was administered. The treatment group received the interactive lesson and the control received a paper review. The difference between the pre and posttest was used as a measure of improvement of the student's learning outcomes. A 2 (treatment/control) by 2 (pretest/posttest) ANOVA with repeated measures was conducted to examine the differential improvement in knowledge across the intervention. Based on the 2-way ANOVA there was a significant difference between the treatment group and the control group based on their learning outcomes. A repeated measures ANOVA was conducted to determine if there was a significant difference between the groups based on the pre and post test scores. Based on the results of a one week study it was determined that interactive lessons do make a significant impact on learning outcomes compared to traditional reviews.

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  • May 2008

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  • Oct. 2, 2008, 4:40 p.m.

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  • Dec. 4, 2013, 11:23 a.m.

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Adams, Wesley. The Effects of Interactive Reviews and Learning Style on Student Learning Outcomes at a Texas State University, dissertation, May 2008; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc6141/: accessed May 8, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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