Honeyman M S, Miller G S
Iowa State University, Ames 50011, USA.
J Anim Sci. 1998 Jun;76(6):1710-5. doi: 10.2527/1998.7661710x.
A senior-level university swine management class of 42 students consisted of three laboratory sections (containing 22, 12, and 8 students). A counterbalanced design was used to evaluate three teaching approaches (field-dependent, field-independent, and combination); each weekly laboratory section received each teaching approach for 3 wk. All students were evaluated and categorized as field-dependent or field-independent learners before the study. All students were evaluated for achievement and satisfaction at the end of each laboratory period. Teaching approach x learning style x laboratory section was not significant for achievement or satisfaction. Teaching approach x laboratory section was significant for achievement (P = .01) and satisfaction (P = .01). Teaching approach x learning style was not significant for achievement (P = . 15) or satisfaction (P = .15). Field-independent learners scored 6% higher on achievement tests when taught with a field-dependent approach rather than a field-independent approach. Field-dependent learners scored 21.9% higher when taught with a combination approach rather than a field-dependent approach and 13.8% higher than when taught with a field-independent approach. Overall student satisfaction was positive (3.50 on a 5-point scale). Field-independent learners were most satisfied with a combination approach; however, field-dependent learners preferred a field-dependent approach. Teaching approach was significant (P = .03) for achievement with the combination approach and resulted in higher scores (8.7 to 9.7%). Teaching approach was not significant for satisfaction (P = .61). Overall, a combination of teaching methods, tailored to both field-dependent and field-independent students, was most effective. Matching instruction to student learning style is not necessary. The study represents an example of using animal science students and faculty in research to improve animal science instruction and heighten awareness of teaching methods.
一个由42名学生组成的大学高级猪管理课程分为三个实验小组（分别有22名、12名和8名学生）。采用平衡设计来评估三种教学方法（场依存型、场独立型和综合型）；每个每周的实验小组每种教学方法都接受3周的教学。在研究开始前，所有学生都被评估并分类为场依存型或场独立型学习者。在每个实验阶段结束时，对所有学生的成绩和满意度进行评估。教学方法×学习风格×实验小组在成绩或满意度方面没有显著差异。教学方法×实验小组在成绩方面显著（P = 0.01），在满意度方面也显著（P = 0.01）。教学方法×学习风格在成绩方面不显著（P = 0.15），在满意度方面也不显著（P = 0.15）。在场依存型教学方法下，场独立型学习者在成绩测试中的得分比在场独立型教学方法下高6%。在场依存型教学方法下，场依存型学习者在综合教学方法下的得分比在场依存型教学方法下高21.9%，比在场独立型教学方法下高13.8%。学生总体满意度较高（5分制下为3.50）。场独立型学习者对综合教学方法最满意；然而，场依存型学习者更喜欢场依存型教学方法。综合教学方法在成绩方面教学方法显著（P = 0.03），并导致更高的分数（8.7%至9.7%）。教学方法在满意度方面不显著（P = 0.61）。总体而言，针对场依存型和场独立型学生量身定制的教学方法组合最有效。将教学与学生学习风格相匹配并非必要。该研究是利用动物科学专业的学生和教师进行研究以改进动物科学教学并提高对教学方法认识的一个例子。
