Action Research
Running head: ACTION RESEARCH REPORT
Learning Style Inventory as a Curricular Alignment Strategy
An Action Research Project
Dale H. Eberwein MAED
University of Phoenix (Online)
EDD 580 Applications of Action Research
Dr. Susanne Gamble
December, 7th, 2007
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Table of Contents
Abstract……………………………………………………………………………………………………………………………………………4
Chapter I: Introduction……………………………………………………………………………………………………5
Problem Statement………………………………………………………………………………………………5
Purpose…………………………………………………………………………………………………………………………5
Description of the Community…………………………………………………………………5
Description of the Work Setting…………………………………………………………8
Writer’s Role…………………………………………………………………………………………………………9
Chapter II: Study of the Problem…………………………………………………………………………10
Problem Description………………………………………………………………………………………10
Problem Documentation…………………………………………………………………………………12
Literature Review……………………………………………………………………………………………13
Causative Analysis…………………………………………………………………………………………21
Chapter III: Outcomes and Evaluations……………………………………………………………24
Goals and Evaluation……………………………………………………………………………………24
Expected Outcomes……………………………………………………………………………………………24
Measurement of outcomes……………………………………………………………………………25
Analysis of Results………………………………………………………………………………………26
Chapter IV: Solution Strategy…………………………………………………………………………………27
Problem Statement……………………………………………………………………………………………27
Discussion………………………………………………………………………………………………………………27
Selected Solutions/Calendar Plan……………………………………………………30
Chapter V: Results and Recommendations…………………………………………………………32
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Results………………………………………………………………………………………………………………………32
Discussion………………………………………………………………………………………………………………34
Recommendations and Plans………………………………………………………………………35
References……………………………………………………………………………………………………………………………………38
Appendix A: Excel Spreadsheet/Control Group and post LSI…………45
Appendix B: Final Written Exam PE 110X, Kenpo Karate……………………46
Appendix C: Yellow Belt Requirements Sheet………………………………………………47
Appendix D: Learning Styles/Curriculum Alignment Matrix……………48
Appendix E: Learning Style Results Fall 2006, Spring 2007,
and Fall 2007………………………………………………………………………………………………………………………….50
Appendix F: Selected Solutions/Calendar Plan…………………………………………53
Appendix G: Chi-Square three semester evaluation………………………………57
Appendix H: Three Semester comparison……………………………………………………………58
Appendix J: Pedagogical Circle………………………………………………………………………………59
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Action Research Project
Abstract
This action research project focused on student lack of
retention referencing curricular material as indicated by a
38.5% promotional rate for PE 110X, (Kenpo Karate), taught at
North Idaho College (NIC). Supposition is forwarded that
integrating identified student learning style preferences, with
curricular presentation, influenced promotional rates
positively. The author’s review of the literature about this
subject seems to add credence to this approach to curricular
alignment, producing a student-based, educationally engaging
system. The author postulates, that by employing the described
strategy, student outcomes revealed a significant increase in
promotional rates, to the next level of study, within the
allotted semester time frame. This paper is presented as a
requirement of the University of Phoenix, Education 580
Applications of Action Research, and represents this author’s
opinions and discoveries and in no way is to be construed as
definitive in scope or presentation.
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Chapter One: Introduction
Problem Statement
The problem, as indicated in this study, is only 38.5% of
beginning karate students, advanced to yellow belt in PE 110X
Kenpo Karate, in the spring semester 2006.
Purpose
The purpose of this study was to ascertain if the integration
of learning style preferences into curricular presentation
reinforces student retention of course, curriculum. Achievement
can be realized if the study revealed any change in outcome when
exposed to the intervention strategy. The ultimate purpose of
this study was to identify and devise an intervention strategy
which increases student curricular retention and increases
promotion rate to at least 70%.
Description of the community
North Idaho College NIC is located in Coeur d’Alene Idaho
and is physically within Kootenai County. Idaho was the fifth
fastest growing state in the 1990s, and Kootenai County was
the third fastest growing county in Idaho. Rapid growth has
continued from 2000 to present. Coeur d’Alene is located in
the north panhandle of the state about 90 miles south of the
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Canadian boarder. Today, Coeur d'Alene remains the seat of
business and recreational activities in the Inland Northwest
complete with festivals, fairs, concerts, bistros, elegant
restaurants, mall shopping, and much more. Its strong presence
is found in state government and increased economic
development over the past several years is remarkable. Coeur
d'Alene continues to grow and prosper in the new millennium,
(Coeur d’Alene Chamber of Commerce website, 2007). As of the
2005 United States census, Coeur d’Alene’s population was
40,059 residents, (US Census Bureau, 2007). Population
breakdown: under 18 years of age, 30,426, or 25% of the
population; 18 to 63 years, 76,186, or 62% of the population;
and 65 years and over, 15,738, or 13% of the population. The
median income for the Kootenai county area is $37,754, (US
Census Bureau, 2007). NIC enrollment reflects approximately
4,400 students in academic programs and totaled 12,795 course
enrollments in various non-credit courses including technical
and professional certifications. Population numbers reflecting
new admissions were 3,148 applied, 1,855 admitted,
1,015 enrolled. Average high school GPA for students admitted
to NIC is 2.84. Faculty presence on campus is a total of 297
full-time or 52% full-time instructors. Student/faculty ratio:
14:1. Undergraduate student population-gender breakdown is 62%
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women, 38% men. Minority breakdown is, 0.4% African American,
0.9% Asian American or Pacific Islander, 2% Hispanic American,
2% Native American and International Population representing
16 other countries. Funding is state and locally supported,
and the campus remains coed. The physical setting of NIC is a
small-town 42-acre campus. Degrees offered are certificates
and associate, (North Idaho College Home Page, 2007). NIC
appears an affordable alternative to state universities and
colleges. Tuition for area residents is $1122 full-time, $70
per credit part-time; state resident $2122 full-time, $133 per
credit part-time; nonresident $5674 full-time, $355 per credit
part-time. Full-time tuition and fees vary according to course
load, program, and reciprocity agreements. Required fees are
$870 full-time, $63 per credit part-time. Room and
board $5160. Room and board charges vary according to board
plan and housing facility. Entrance Difficulty is
noncompetitive, as 59% of applicants were admitted, (North
Idaho College Home Page, 2007). NIC is accredited by the
Northwest Association of Schools and Colleges. The college
mission statement states: North Idaho College is committed to
student success, teaching excellence, and lifelong learning.
As a comprehensive community college, North Idaho College
provides quality educational opportunities that expand human
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potential and enhance the quality of life for the students and
the communities it serves, (North Idaho College Home Page,
2007).
Description of Work Setting
The research project takes place in the college aerobics
room. The student population for this project is six male and
seven female students, or 13 for the control group receiving no
intervention strategy. This population reflects student
interest, degree requirements, and scheduling as the main
reasons for participation in the beginning classes. Some
students related a curiosity about the martial arts, others
indicated a need for physical education credits for their degree
pursuit, and finally fitting a class of this type into their
schedule was also a plus. The college aerobics room is 20 feet
wide, by 50 feet long and has eight foot mirrors on one long
wall and one short wall which cover each wall’s length. This
environment is conducive to immediate visual feedback as
students see their postures and movements in their reflections.
The floor surface is of a rubber composite similar to elastic
concrete. Audio equipment is present, affording musical and
prerecorded additions to the class atmosphere. The room is well
lit and has a view out three, three feet by six foot windows. No
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noticeable extraneous noise inhibiting lesson impartation is
present and the room is kept clean and at a comfortable
temperature.
This researcher believes that the group chosen is well
identified, and reflects the total population at the school. No
age differences of note were recorded with this group, as 19
years of age is the mean age college wide.
Writer’s role
The writer’s role at NIC is that of an instructor of Kenpo
Karate to community college students. His expertise is in the
martial arts i.e., (American Kenpo Karate), with over 30 years
experience teaching this subject. This proctor possesses a
Senior Instructor ranking, or fourth degree black belt.
Educationally, the writer’s accolades include an associate
degree in Sociology, a Baccalaureate degree in Psychology, and
currently finishing a master’s pursuit in Education that is one
class to completion. Additionally, the instructor has several
credits, through past employment, aiding in his expertise and
appropriateness to conduct this study. These accolades include
pressure point control tactics instructor and methods of
instruction certification through the Department of Corrections
with the State of Alaska, 2002. Both of these credits are
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directly related to increased insight and present-ability of the
subject of evaluation.
This author is directly responsible for designing, teaching,
and evaluating all standards of course, curriculum. The writer
is responsible for implementing the aligned curriculum, to the
action group, where appropriate. The researcher is responsible
for all data collection, assessment, and analysis for
interpretation.
Chapter II: Study of the Problem.
Problem Description
The problem is that college students at NIC were not
retaining course content from PE 110X Kenpo Karate, consequently
only 38.5% of the college students were promoted to yellow belt
after completion of the first class.
The methods used to impart identified curriculum are
traditional, based on instructor experience. Historically, rote
motion, instructor demonstration, and individual student/teacher
interactions are the primary methods used to teach Kenpo Karate
in a group setting. The methods stated, are of a percentile
presentation, so may have differing percentages of emphasis for
each class depending on daily class dynamics and student
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involvement. Unfortunately, students were not responding to the
traditional instruction methods employed with any consistent
success. Research has shown that rote activity has little longterm influence on curricular retention and minimizes the
possibility of processing for meaning, (Noice, 1993). Instructor
demonstration has little effect on written examination scores
and appears to have no differences observed between the several
strategies. Research revealed no differences in practical
examination scores observed between instructional strategy
groups, (Smith, 2006). The only strategy which seems to be a
plus in this historical approach is social interaction as social
behavior typically has a positive effect on school and work
performance, (Utay & Utay 2005).
The promotional problem, as described, has had minimal
effect outside the actual karate class being studied, as this
was only the first semester this course had been offered.
Student success rate is of the utmost importance to this class,
as promotion rate equates to a necessary student population to
continue to more advanced study in subsequent semesters. Student
population, determines the need for an intermediate class,
therefore, promotion is critical to the future of the Kenpo
Karate program.
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Problem Documentation
Ultimately, spring semester 2006 produced a 38.5% promotion
rate as recorded in the student promotional postings (See
Appendix A). The attached graph, (table 1), shows the percentage
of successful, (in green), promotions, to yellow belt, in the
spring 2006 semester. This group is pre-intervention strategy,
and reflects the actual percentages of successful promotions.
The 38.5%, (in green), promotion rate recorded is unacceptable
as this does not promote student interest beyond the beginning
class forum.
Table 1
Spring 2006 Promotion rate 38%
20
15
10
5
0
Retained
Promoted
(Table 2) represents a depiction of the desired 70%, (in green),
target promotional rate.
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Table 2
Target Promotion Rate 70%
20
15
10
Retained
Promoted
5
0
Literature Review
The subject of student failure is an interesting dynamic as
there appears to be many reasons for student lack of curricular
retention. In their article, Address the Whole Person Ensuring
Student Success, James and Cruz, (2005), forwarded the following
summation and it identifies teacher/student dynamics profoundly:
Most physical educators became teachers because they
were skilled movers and enjoyed the content of physical
education. Although the content is important, there are
other things to consider when attempting to accomplishing
goals to meet the needs of all students. Teachers need to
consider the whole person (motor, cognitive, affective
domains) to ensure developmental appropriateness and
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consequently, student success. Instructional approaches
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provide one avenue to address all three domains when
instructing students, (James & Cruz, 2005, p.21).
As can be observed, students display several viable and
measurable reasons for lack of curricular retention. Research
suggests that students' and instructors' educational
preferences vary in different educational domains, including
curriculum, assessment, the learning process, pedagogy, and
physical classroom dynamics, (Holcomb, 2005). Therefore,
inference is forwarded supporting a need for the melding of
teacher style and presentation with student perception and
assimilation abilities to aid in a successful outcome for
both. Research also describes student self-efficacy as a major
instructional goal and literature confirms the relationship
between self-efficacy to exercise and teaching methods,
(Sabourin, 2002). In the article, teaching styles of tutors in
a problem-based curriculum: students' and tutors' perception,
forwarded the need for matching of teaching style with student
learning style preferences, (Kassab, et. al. 2006).
Qualitative inferences suggest personal perceptions were askew
from what was intended. Teachers and students saw the interdynamics of the teaching/learning styles different between the
two groups. If the greatest possible impact to educational
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endeavors is the aim, synchronization would appear to be a
necessary component to the strategy. This teacher/student
melding of instruction and retention is the remaining focus of
this literature review and presents a composite of references
on the subject of learning style assessment, and the potential
implications for integration with curricular alignment they
imply. The problem, as stated, is that only 38.5% of beginning
students successfully passed promotional requirements in
PE110X, (Kenpo Karate) at NIC. There appears to be a
correlation between multiple intelligence and learning styles
when viewed from the standpoint of assessment. Conclusions
have been inferred that instructional strategies designed,
developed, and implemented in accordance with student learning
preferences can serve as a means of improving psychomotor
performance, (Kennedy, 1995). The martial arts are considered
an activities class at the Jr. College level. All activities
classes have one thing in common. They require some sort of
physical motion and participation criteria to receive a
passing grade. The measure of student performance in the
Karate class at NIC is two fold, Attendance and Participation
and or Yellow-Belt promotion are the criteria for grading.
Successful promotion to Yellow-Belt is the final goal of the
instructor in reference to his student’s progress. If the goal
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of the instructor is a larger number of successful Yellow-Belt
students, there would seem a discrepancy in the final class
expectations. A look at instructor/student interactive
dynamics was undertaken, and a systematic improvement regime
implemented, so there could be expectation for enhanced
student success rates to appear in future class forums.
Community college students, who study with prescriptions based
on their learning-styles strength preferences, displayed
increased achievement and curiosity and or reduced anxiety and
anger when learning science, (Dunn & Stevenson, 1997). Even
though science was the forum to Dunn and Stevenson’s article,
strong evidence exists that learning style can be used across
disciplines in application. There have also been postulations
that only students with strong preferences need to learn in
ways that complement their learning styles, but present data
suggest that even students who do not express a clear
preference may perform better or less well depending upon
grouping strategy, (Dunn, 1990). This grouping is based on
learning styles and inference is forwarded that grouping
similar learning preferences produced a positive outcome. LSI,
as an identification strategy, was realized when learning
style measures were validated in a medical student population
and learning constructs were established for identifying
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learners who would most likely benefit from a problem-based or
computer-assisted curriculum, (Chapman and Calhoun, 2006).
Postulation addressing student learning styles as an enhancer
for curricular retention is also forwarded. Although several
moderating variables influence outcome, results overwhelmingly
support the position that matching students’ learning style
preferences with complementary instruction improves academic
achievement and student attitudes toward learning, (Lovelace,
2005). Research has shown the uniqueness of different teaching
and learning styles and identified the characteristics
associated with each style, (Brown, 2003). If, therefore,
learning/teaching styles are out of sync, a hindrance can be
expected in the dissemination of critical information
pedagogically, retarding the growth potential of the students
in question. Learning style theories can be used effectively
as a tool to help develop the skill of both teacher and
learner, (Williamson and Watson, 2007, p.67). Teacher
recognition of learning strengths seems to aid in the ability
to forward required curricula, with student regard. Through a
curriculum based on student learning style, students become
more successful and motivation to learn is enhanced through
choice based on their strengths and talents, (Johnson, 2003).
Effectively, identification of student strengths, teaching the
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student of these strengths, and methodology to address these
strengths becomes the basis for a student based curricular
design. Personalization makes theory, concepts, and content
more relevant for the learner, (Darlin and Kalees, 2007). Such
designs add to potential student success as they are actively
involved in personal education.
Looking into a historical perspective with this issue,
Felder and Henriques, (1995), postulated the following:
Serious mismatches may occur between the learning styles
of students in a class and the teaching style of the
instructor with unfortunate potential consequences.
The students tend to be bored and inattentive in class,
do poorly on tests, get discouraged about the course,
and may conclude that they are no good at the subject
of the course and give up. (Felder and Henriques, 1995,
p.23).
Even though dated by modern opinion, Felder and Henriques posed
an inclination toward “unfortunate potential consequences” when
learning and teaching styles are not matched. Implications would
seem to indicate that not addressing student learning style may
have a profoundly negative impact on learning. “By identifying
students’ learning styles and providing each with a structured
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outline for studying, based on their personal characteristics,
it may be possible to either avoid or reverse academic failure
for many,” (Dunn & Stevenson, 1997, p.333). The integration of
learning style propensities with curricular alignment possess a
potential student based design which is felt produced a
platform, for not only knowledge assimilation, but also aided in
intervention strategies which corrected deficits as well.
In
addition to assessment, multiple intelligence MI theory has
implications for curricular design and for instruction. MI based
assessments help educators identify questions, topics,
activities, and materials that are especially congruent with
students' intellectual profiles and interests, (Gray and Viens,
1994). As can be seen, having identifiable categorization of
specific arch types for learning, provokes inferences about
curricular design adjustments to address these traits. In other
words, if an instructor has knowledge of student learning style
preferences, then MI theory can be addressed academically,
through a curricular aligning design.
While researching Multiple Intelligence, learning styles
preferences, and curricular design, this author found no
negative references on the subject of learning-style/curricularalignment strategies. There appears to be little significant
correlation between learning style preference and performance
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(as measured by course grade) in different learning
environments, (Davis & Franklin, 2004). Even though Davis and
Franklin found no correlation, there would appear to be no
negative effects with this type of strategy noted by colleagues
studying similar methodology.
The implications of this literature review are punctuated by
the implementations by institutions of higher learning. A trend
seems developing, addressing learning style preferences, with
student enrollment. In the fall 1996, Alabama Southern Community
College created its Teaching/Learning Initiative by implementing
bold new efforts that would lead ultimately to its new focus to
“customize learning” for every student based upon learning
styles and preferences. The 1996 efforts included learning style
inventories as paramount to curricular engagement and student
success, (Johnson, 2006). When Peter Senge studied education, he
was stunned by the intractable rigidity of education structures.
Senge concluded that improvement in education must begin,
fundamentally, with the change in student engagement from
compliance to commitment, (Senge, 2006).
This author’s opinion
is that compliance can be equated to traditional pedagogical
dogma, and commitment equals student involvement based on
individualized instruction driven by innovations such as
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learning style preference identification and curricular
alignment to address preferences encouraging student successes.
If education is to continue to grow and keep pace with
pedagogical demands for solution strategies, then a shift will
be necessary to target student based education. Ultimately the
benefactor is the student, who realizes the determination of
proctors in designing curriculum which is truly engaging and
interesting at the same time. Learning style inventories and the
implications present as an aid to curricular design, constantly
evolving just as education does, to address student needs.
Causative Analysis
College involvement presents many reasons for student
failure. Many students experience personal problems or issues,
(Cleland Arnold, and Chessar, 2005), and these can take the form
of financial, academic, and social. Education is costly and will
continue to rise as time goes by. Reports have been filed on the
failure of U.S. college students to complete the free
application for Federal Student Aid (Fafsa), a standard
application form used to determine students' eligibility for
financial aid. Reasons behind the failure of students to
complete the Fafsa form, according to a Department of Education
survey of students who began college in 1995 to 1996, target the
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number of students who did not complete the form that would have
qualified for at least a Pell Grant, (Gidjunis, 2004),
increasing the likelihood for successful completion of class.
Some students find the burden of financial implications too
consuming to proceed. Other students feel the pressure to excel
and fall short due to inadequate educational skills necessary to
succeed. Academic literacy is an issue of significance for
students who lack the reading and writing skills necessary for
success in higher education, (Engstrom, 2005).
Teaching, curriculum, and learning methods may be out of
alignment. Curricular alignment addresses performance and
achievement in terms of content, (Alexson& Kemniz, 2004).
Central to the theme of student success is relevance of the
information presented pedagogically. When student and teacher
schemes are askew, information transfer becomes retarded.
The course structure presents an inadequate time frame for
promotional expectations. The average number of course, classes
available each semester averages 30, 50-minute classes, or
approximately 25 hours of exposure for one Physical Education
credit. The allocated time frame is, in the instructor’s
opinion, is moot as 25 hours represents more then enough time
for the dissemination of the curricular requirements for yellow
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belt promotion. The course itself is comprised of four separate
but equal facets of study found on the yellow belt student sheet
(Appendix B): basics, which are individual movements;
techniques, which are combinations of basics designed for
defense against specific attack; kata, which are organized,
dance-like movements designed to aid in specific aspects of
motion; and finally vocabulary, which presents the whys and
definitions of the motions in question for final written testing
(See Appendix C). Each section of study represents 25% of the
total grading for promotion with an overall 80% retention rate
necessary for promotion to yellow belt.
The course materials may be too difficult. American Kenpo
Karate is based on Chinese martial arts foundations. The course
materials are non-negotiable as presented, as this subject
matter has been the promotional requirements handed down for
generations. The basic study of this material is individually
specific as each student has her/his own learning capabilities
and aversions to types of information for study. The course
base-information has to stand as is and is considered the
standard for promotional requirement.
Finally, student apathy may be a contributing factor as
students become frustrated with their personal outcomes to the
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material covered in class. In their article, The Dea(r)th of
Student Responsibility, Hassel, and Lourey, forward the
following in regard to student accountability to school
subjects. Apathy, absenteeism, and grade inflation emerged as
contributing to the lack of student accountability, (Hassel &
Lourey, 2005). There would seem to be an indication that student
apathy could lead to lack of accountability on the student’s
part, subverting their willingness to maintain interest.
Chapter III: Outcomes and Evaluations
Goals and Expectations
The goal of this study was to increase the percentage of
students promoted to yellow belt from 38.5% to at least 70%
advancement to yellow belt in PE 110X Kenpo Karate. Expectations
were that the combination of student learning preferences, when
emphasized with curricular alignment, aided in an increased
positive student outcome. After a successful intervention plan,
learning difficulties were reduced by a significant degree and
student promotional success rate increased. The product is an
adequate student population to warrant introduction of another,
more sophisticated class.
Expected Outcome
There were three expected outcomes in this study.
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1) A minimum of 70% of students completing PE 110X Kenpo
Karate be promoted to yellow belt.
2) There was expectation that by targeting learning style
preferences and tailoring curriculum to accommodate these
individual preferences, the student came away from the
experience with greater curricular understanding as tested
on the final exam (Appendix B).
3) Increased student promotion rate produced intermediatequality students for future classes as measured by repeat
enrollment.
Measurement of Outcomes
Measurement of outcome was performed by comparing the three
action groups over three consecutive semesters, with the control
group promotion rates. In the action groups, each new student is
given the Memletic’s Learning Styles Inventory (Advanology.com,
2006), to ascertain individual learning style preferences. Group
mean propensity for learning style preferences was charted and
the top three categories in mean learning styles were addressed
through the alignment of the curricular presentation. The
control class was administered the standard curriculum with no
regard for learning style preferences. Promotion rate, based on
each group’s graded outcomes, were tallied and recorded on an
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Excel spreadsheet for comparison and analysis, (see Appendix E).
Control group data was collected on an excel spread sheet for
comparison to future action classes.
Analysis of Results
The results of this study were analyzed using qualitative
methods. The promotion rate for the pre-LSI group, from the
spring semester 2006, was 38.46% with only five students
promoted to the next level of study. Final curricular retention
was ascertained based on a written exam (See Appendix B), which
tested the vocabulary aspect of this design, and a performance
based practical test, addressing the other 75% of the required
material for promotion. The author conducted an inferential chisquare analysis to determine if the results achieved from the
post-LSI classes, had any significance beyond mere chance and
was also compared, not only to the control group, but the target
rate of a 70% promotion rate as well, identifying whether or not
design improvement was realized. Finally enrollment comparisons
were viewed and recorded so as to identify the returning student
population for future proposed intermediate classes. This
comparison indicated the semester to semester retained
population to be studied for future classes.
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Chapter IV: Solution Strategy
Statement of the Problem
The problem, as indicated in this study, was only 38.5% of
beginning karate students, advanced to yellow belt in PE 110X
Kenpo Karate.
Discussion
A developing trend is a focus on instructional design that
accommodates for strategies to promote cognitive learning, (Bush
2006). This author sees cognitive psychologist’s study of
learning problems from the learner's perspective as the method
of greatest potential reward academically. Many teachers are
restructuring curriculum and putting the intelligences to work
in their classrooms. This can easily be done by developing a
unit that introduces a concept of multiple abilities along with
learning centers that allow students to explore the different
intelligences. The biggest impact that the Multiple
Intelligences Theory has had is to create an individualized
learning environment. No longer are students expected to think
exactly alike in order to be right. They study the kinds of
thinking and understanding that are associated with the content
(i.e., students learn math content differently then they learn
when they read a novel). Educators need to know how the learner
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is attempting to make meaning, (Dr. Jill Carr, personal
communication, 2006). Strategies that are successful, promote
textured construction of meaning because they fit the learner
and the content, (Bush, 2006). In his article, teaching to
student diversity in higher education: how Multiple Intelligence
Theory can help, Ernie Barrington summates Howard Gartner’s
theory of Multiple Intelligence, (Gardner, 1993), decisively.
Gardner posits that humans have eight intelligences which
can be divided into three main groups: object related
intelligence, which includes mathematics and logic; objectfree intelligence, including music and language; and
personal intelligence, or the psychological perception of
ourselves and others, (Barrington, 2004). Multiple
Intelligence based assessments help educators identify
questions, topics, activities, and materials that are
especially congruent with students' intellectual profiles
and interests, (Gray and Viens, 1994).
Memletics (Advantage.com, 2006), Learning Style Inventory
identifies the following as types of Learning Style modalities:
Visual: Preference for using pictures, images, and
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spatial understanding.
Aural: Preference for using sound and music.
Verbal: Preference in using words, both in speech and
writing.
Physical: Preference in using body, hands and sense of
touch.
Logical: Preference in using logic, reasoning, and
systems.
Social: Preference to learn with groups and other people.
Solitary: Preference to work alone and use self-study,
(Memletics, Advantage.com, 2006). These learning styles are
almost directly in line with Howard Gardner’s theory. Upon
identification of individual preferences, student and group
averages are addressed in curriculum based on discovered
learning style propensities. An average of three preferences was
targeted in the daily course curriculum to enhance the student
learning experiences.
In her paper Differentiating Content Area Curriculum to
Address Individual Learning Styles, D.J. Johnson, forwarded:
All students can benefit from the experience of
differentiated learning and should be provided the
opportunity to learn in a way that addresses their
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learning style preferences. Some students may simply
need a different type of outlet for their understanding
of the lesson presented, while others may require a
uniquely individualized approach, (Johnson, 2003, no page
given).
This approach to differentiated education seems to have merit
when viewed from the standpoint of a strategy to help students
learn. Good educators now understand that the learning process
must be individualized to meet the learning styles of their
students, (Swanson, 2005). This author believes that when
student learning styles are identified and curricular
presentation is modified to address theses styles, student
success, in class, increased.
Selected Solutions/Calendar Plan
This author found the most potentially impacting strategy,
for curricular intervention to be a learning style inventory
paired with curricular alignment, tailoring class curriculum to
the student’s best learning propensities. By employing this
intervention strategy a supposition of a measurable increase in
promotion rates is postulated. By identifying, recording, and
analyzing student learning preferences, curriculum was modified
in presentation, forming a student based design parameter. In
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his article A Meta-Analytic Examination of Kolb’s Learning Style
Preferences Among Business Majors, Loo posed recommendations
concerning the importance of learning styles and varied teaching
methods and discusses the need for large-sample studies with
more detailed reporting of participant’s demographics, (Loo,
2002). Addressing learning style propensities and aligning
curriculum appears to be adding credence to the supposition that
multiple intelligence theory can be an aid to education.
Calendar application, (See Appendix F), is based on two 50
minutes sessions each week, for a total of 16 weeks, or a class
total of 30-32 classes in the course. The class is identified in
two sections. While one group i.e. (Control Group), was exposed
to standard lecture and curriculum, the second group i.e.
(Action Group), was exposed to the “Learning Style” specific
curriculum. The assumption is forwarded for instructor
discretion, in the modifications necessary for the action group,
as each subsequent class throughout the year had differing
baseline information due to the individuality of the student
population being studied. Session group-data was compared for,
educated inferences, referencing learning style effect of action
design on student retention. Promotions were recorded and
factored into data matrix for analysis and comparison. Final
inferences, as to the effect of the action design, necessary
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modifications, and impact on student retention of course,
curriculum, are presented with instructor insights.
Chapter V: Results and Recommendations
Results
The problem, as indicated in this study, was only 38.5% of
beginning karate students, advanced to yellow belt in PE 110X
Kenpo Karate. The goal was to achieve at least a 70% promotion
rate in PE 110X Kenpo Karate. There were three expected outcomes
in this study.
1) A minimum of 70% of students completing PE 110X, Kenpo
Karate, successfully promoted to yellow belt.
2) There was expectation that by targeting learning style
preferences and tailoring curriculum to accommodate these
individual preferences, the student came away from the
experience with greater curricular understanding as tested
on the final exam (Appendix B).
3) Increased student promotion rate produced intermediatequality students for future classes as measured by repeat
enrollment.
The results of this study were analyzed using qualitative
methods. The promotion rate for the pre-LSI group, from the
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spring semester 2006, was 38.46% with only five students
promoted to the next level of study. Final curricular retention
was ascertained based on a written exam (See Appendix B), which
tested the vocabulary aspect of this design, and a performance
based practical test, addressing the other 75% of the required
material for promotion. The author conducted an inferential chisquare analysis of the three subsequent semester promotion rates
to determine if the results achieved from the post-LSI classes,
had any significance beyond mere chance and was also compared,
not only to the control group, but the target rate of a 70%
promotion rate as well, identifying whether or not design
improvement was realized. As stated previously, the author chose
a chi-square test, as it appeared to provide a good fit for
analyzing the post-LSI data. By using the formula (r –1)(c –1)
where r equals the number of rows and c equals the number of
columns (McMillan & Schumacher, 2006) for the data, the chisquare contingency table (McMillan & Schumacher,2006), the
values of 8.772, 6.187, and 8.06 are greater than the value of
the accepted level of significance, where p = .05 and two
classes are valued at p = .01, and one class, (Spring 2007),
revealed a p =.05, (See Appendix G). This would seem to indicate
that the findings are significant and that the modifications to
both the class curriculum and teaching methods, inferred by the
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LSI scores, have had a positive impact on the promotion rate of
students. Finally enrollment comparisons were viewed and
recorded so as to identify the returning student population for
future proposed intermediate classes. This comparison indicated
the semester to semester retained population to be studied for
future classes.
The expected outcomes to this study were realized in three
subsequent experimental semesters and plans include continued
research of this design for longitudinal, inference generation,
with all classes this author presents. In all three, subsequent
experimental classes, the expected outcomes were met and
exceeded beyond mere chance with several “new ground” results
realized in the process.
Discussion
Overall, the results of this study are very encouraging.
Student successful navigation of the course curriculum increased
beyond the author’s expectations and the LSI will remain an
intervention strategy, for study, this educator’s future
classes. Percentile comparisons reveal the impact of this study
concisely, (See Appendix H). In retrospect, this author would
change little at this juncture, as this study is embryonic in
its’ implications and is in need of continued, even more
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rigorous testing to become a viable strategy to recommend to
other proctors. However, the results are profound when viewed in
light of before and after snapshots of student’s results.
If recognition is necessary for one unexpected result which
occurred as a result of this research, it would have to be the
overwhelming degree, to which, this strategy seems to benefit
pedagogical exchange. The expected outcome of 70% is beyond the
traditional accepted rate from historical perspective, which is
a 60% promotion rate.
Research is clear in viewing a learning style preference
intervention strategy, at least with reference to this
application, in this setting. When learning style strengths are
identified, prioritized, and used to align curricular
presentation, this author came away with a large increase in
promotional, percentile growth, with the students in this study.
In other words, this strategy seems to work and work extremely
well when applied as described in this report.
Recommendations
The LSI presents as a viable solution to the ongoing
problem of student engagement. When teachers can realize the
learning style strengths of their students, hypothesis can be
forwarded that interventions need to and should be designed to
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address these identified strengths. Recommendations for
implementation of this strategy are forwarded in the following:
1) Other disciplines use this strategy as a means to identify
and align curriculum to student displayed strengths. This
will create a potential for growth beyond what is
previously expected. Need exists for a cross discipline
inference to glean credibility with this design parameter.
2) Baseline information needs to be in place before LSI
strategy commencement, to assure the potential for an
analytical comparison to be gleaned from this research
design. Without comparable data, this intervention strategy
might not provide the anticipated results as conveyed in
this study.
3) Discipline specificity is encouraged, as the curricular
alignment matrix might not prove to be viable across
disciplines, without content specific modifications. This
design is therefore, presented as a best practice
intervention in theoretical application unless custom
tailored to each class specifically.
Belief is forwarded this strategy will present as valid
across disciplines and continued research is encouraged by other
educators, to increase the credibility in the design’s results.
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This author is of the belief this design could impact, not only
other classes, but education, as a whole, as well. When student
strength is identified and targeted for curricular exchange, the
outcomes have proven to be significantly impacted in a positive
way. The following representation of the pedagogical circle,
(See Appendix J), was designed to help visually identify the
dynamics surrounding the LSI curricular Intervention Strategy.
This circle is representative of the dynamics which education
follows and that is one of no beginning and no end, but
perpetually morphing to the needs of our students.
Plans are underway for a professional development seminar
to disseminate this research to the faculty at North Idaho
College. When successful, professional development units can be
gleaned from similar seminars which are being planned for the
near future. This author is encouraged by the positive reception
which this design has solicited and will use any and all avenues
to disperse this strategy to any proctor, who deems a try at the
strategy, as potentially warranted.
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Action Research
Appendix A
Excel Spreadsheet/Control Group
Name
Anna
Christopher
Jessica
Joseph
Kristen
Barbara
Elizabeth
Scott
Jenny
Daniel
Beau
Kelly
Ryan
Results
Retained
Promoted
Retained
Retained
Retained
Retained
Retained
Promoted
Retained
Promoted
Retained
Promoted
Promoted
Spring 2006 Pre-learning style inventory
6 male and 7 female students
This spread sheet represents the actual data collected in the
spring 2006 semester. Intention is proposed, for comparison to
future, post-intervention classes for chi square statistical
analysis.
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Appendix B
Final Written Exam PE 110X, Kenpo Karate.
1) What is a stance?
The base from which, all motion emanates.
2) What is the definition of a block?
A bucking force that redirects a weapon in motion, without
the intent to do harm.
3) What is a parry?
A riding force which redirects a weapon in motion, without
the intent to do harm. A parry, also uses frictional pull to
create borrowed force.
4) What is the definition of a punch?
The use, of the front, of the two largest knuckles as a
weapon.
5) What is a strike?
The use of any part of the hand or arm, excluding the front
of the two largest knuckles, ( because that is a punch), as a
weapon.
6) What are finger techniques used for?
They are insert moves used as temporary blinding devices.
7) What is a kick?
The use of any part of the leg, or foot, as a weapon.
8) What are foot maneuvers?
Stances in transition, that gain distance, to or from an
opponent.
9) What are the three power generating forces we use in Kenpo?
Their reverses?
Height -- Marriage of gravity.
Width -- Direct rotation. Depth -Back-up mass.
Bracing angle, Counter rotation, Mass leading
the weapon.
10) What is meant by the four polar continuum?
The four testable divisions in Kenpo i.e. Basics, Kata,
Techniques and Vocabulary.
11) What does Kenpo Karate translate into?
Kenpo = Law of the fist. Karate = Empty or open hand.
12) What is a neutral bow?
The basic fighting stance used in Kenpo.
13) What are the three types of horse stance?
Fighting, Formal, and Training.
14) Which horse stance has two options?
Fighting i.e., Standard and Staggered.
15) What is a Kiai and what are its’ uses?
A shout of spirit, or a yelling sound used to
A) Startle your opponent.
B) Expel the air from the diaphragm so as to decrease the
likelihood of having the wind knocked out of you.
C) Adds power to a strike by increasing adrenalin flow.
D) Settles the body at the moment a strike occurs.
16) What are the four main systems of Karate?
Chinese, Japanese, Okinawan, and Korean.
17) What are the four ways of delivering most weapons?
Thrusting, snapping, slicing, and hammering.
18) What are the three ways of delivering a block?
Thrusting, Hammering, and Anchoring.
19) Who is the father of American Kenpo, and what lineage do we
follow in this class?
Edmund K. Parker, and the Parker-Planas Lineage of American
Kenpo Karate.
20) What is a Kyu, (Que) ?
All belts before the rank of Black.
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Appendix C
Yellow Belt Requirements Sheet
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DELAYED SWORD
AGGRESSIVE TWINS
SWORD OF DESTRUCTION
DEFLECTING HAMMER
SPREADING BRANCH
PINCHER
CHECKING THE STORM
MACE OF AGGRESSION
ATTACKING MACE
INTELLECTUAL DEPARTURE
Front - Right Hand Lapel Grab
Front – Two Hand Chest Push
Front – Left Straight Punch
Front – Right Front Thrust Kick
Rear – Bear Hug, Arms Pinned
Left Flank – Right Arm Headlock
Front –Overhead Club
Front – Two Hand Lapel Grab,
Front – Right Straight Punch
Right Front Step-Through Kick
STAR BLOCK
FORMS AND SETS:
SHORT FORM #1
PREREQUISITE BASICS FOR YELLOW BELT
BLOCKS
Inward
Outward
Upward
Downward
PUNCHES
Straight
Vertical
Straight
Vertical
STRIKES
Straight palms
Inward Hand-sword
Outward Hand-sword
Inward Horizontal Elbow
Outward Elbow
Inward Overhead Elbow
Back Hammer-fist
Back Elbow
STANCES
Attention
Natural
Horse
Neutral Bow
Forward Bow
Reverse Bow
FOOT
Drag
Step
Step
FINGER TECHNIQUES
Straight Finger Thrust
Over-head Claw
Outward Finger Whip
MANEUVERS
Step
Drag
Through
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KICKS
Front
Side
Back
Roundhouse
Snapping
Snapping
Thrusting
Thrusting
PARRIES
Inward
Outward
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Appendix D
Learning Styles/Curriculum Alignment Matrix.
Visual Learning style Characteristics:
o Prefers Pictures.
o Uses Images.
o Enjoys spatial understanding.
 Curriculum Alignment:
o Visual presentation.
o Stress visual aids and drawing to aid in understanding.
o Demonstration as method of delivery.
Verbal Learning style Characteristics:
o Word based learning.
o Prefers to use speech and writing.
o Responds well to verbal command.
 Curriculum Alignment:
o Lecture.
o Interactive engagement verbally.
o In depth descriptive analysis.
Aural Learning Style Characteristics:
o Learns best through sound.
o Prefers music.
o Enjoys listening.
 Curriculum Alignment:
o Incorporate sound enhancement during study time.
o Provide a sound rich environment.
o Encourage vocal interaction during group engagement.
Physical learning Style Characteristics:
o Learns best by doing, using the entire body, especially the
sense of touch.
o Enjoys physical activities.
o Thinks more clearly when active – “moving meditations.
 Curriculum Alignment:
o Focus on physical sensations of movements involved in
learning new material.
o Visualize the movements.
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o Center, breath, and relax.
Logical learning Style Characteristics:
o Systematic thinker.
o Excellent at creating procedure for future use.
o Prefers to develop strategies and stimulations.
 Curriculum Alignment:
o Be receptive to physical movements.
o Focus on personal goals of training.
o Memorize and learn essential material.
Social Learning Style Characteristics:
o Excellent verbal and non-verbal communicator.
o Enjoys working with others and sharing ideas.
o Prefers to participate in group activities.
 Curriculum Alignment:
o Work in pairs and/or small groups.
o Role-play, have students trade roles.
o Share thoughts to gain insight into others’ perspectives.
Solitary Learning Style Characteristics:
o Prefers to spend time alone.
o Independent thinker.
o Self-analysis and focused on current topic
 Curriculum Alignment:
o Provide ample private time to go over material
individually.
o Encourage visualization of movements.
o Develop strategies to achieve goal.
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Appendix E
Learning Style Results Fall 2006, Spring 2007, and Fall 2007
Name
Visual
Verbal
Logical
Social
Solitary
Cody
16
15
11
15
4
17
17
Jeff
16
11
14
13
10
10
15
Michael
9
10
8
9
14
13
10
Luthien
Auakin
12
12
17
7
14
12
12
11
9
10
13
12
12
10
Adriel
13
9
11
11
10
15
11
Noah
13
17
6
6
12
10
19
Tara
11
8
11
15
13
13
11
Male Student
12
7
7
9
9
14
8
Lucas
14
15
13
8
11
12
15
Terry
15
13
7
18
12
16
13
Geoff
3
19
11
8
7
9
16
Heather
7
17
15
10
13
9
14
Celia
9
6
13
4
7
5
15
14
15
20
14
18
15
14
Colleen
Aural
Physical
Jeremy
12
12
11
16
13
17
6
Totals Fall/
2006-10.9
11.4
10.8
10.2
10.5
11.7
12.1
Fall 2006 Semester Learning style inventory results. 10 male and 7 female
students
Name
Neblina
Joshua
Heather
Lisa
Bonnie
Tony
Cole
Ashley
Daniel
Matt
William
Forest
Bart
Lindsey
Ashley
Visual
6
18
12
20
10
13
8
15
17
12
13
13
12
11
14
Verbal
11
13
10
17
7
12
8
19
17
8
8
8
9
11
11
Aural
8
19
14
14
18
13
11
18
19
8
13
18
3
14
12
Physical
11
17
12
19
14
13
3
14
13
10
13
10
6
16
7
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Logical
8
15
17
16
9
15
18
12
10
10
14
4
15
10
12
Social
11
20
14
17
14
16
9
15
14
10
12
9
8
19
14
Solitary
18
10
13
16
14
6
14
12
10
10
14
7
13
13
13
Action Research
Brian
Peter
Jonathan
Rebekah
Aleya
Ryan
Andrew
16
14
10
15
9
15
14
9
11
15
3
15
17
10
11
18
4
17
14
12
10
12
13
12
LSI not available
16
9
9
4
8
12
18
12
20
14
9
8
10
7
6
9
15
15
Spring 2007 totals 7 Female and 12 male students.
V
13
Name
Tiara
Matthew
Jessica
Scott
Brandon
Keely
Joseph
Vignale
Jeremy
Jeanette
Rose
Chelsea
Caleb
Garrett
Harold
Leslie
Jenneal
Shaun
Jeff
Justin
Heather
Shannon
James
Shannon
Kisa
V
12.5
V
11
A
13.3
P
11.7
L
11.6
V
13
Visual
16
9
13
19
10
11
12
12
17
10
16
15
12
12
16
8
7
13
12
12
12
6
11
7
13
A
13.6
Verbal
12
8
13
10
9
17
12
12
17
15
17
13
14
6
10
6
15
9
9
16
17
11
18
11
7
P
14.1
Aural
10
9
17
16
16
20
15
17
9
14
15
16
9
9
12
12
19
8
12
15
17
6
14
16
17
L
11.5
S
13.3
S
11.4
Physical
15
6
16
14
9
13
12
14
16
13
17
17
9
12
15
8
12
14
13
16
18
4
12
13
14
S
13.9
Logical
11
14
14
18
17
9
12
12
10
11
12
7
12
14
11
7
13
12
15
10
13
7
17
8
14
S
11.8
Fall 2007, three class compilation for brevity.
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Social
14
11
13
18
15
16
16
14
7
16
12
18
10
14
17
3
10
17
14
18
16
15
14
18
17
Solitary
15
10
16
15
12
8
12
12
14
5
16
7
12
9
10
16
11
10
14
10
18
10
15
9
13
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Action Research
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Mean learning style results can be seen, (in blue), in
these an LSI/Excel learning questionnaire spreadsheets. Once
identified, propensities were addressed with the Learning
Styles/Curriculum Alignment Matrix. The top three preferences
in each semester’s classes were targeted for the curricular
alignment strategy.
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Appendix F
Selected Solutions/Calendar Plan
Month One Week One
Baseline data collected from entire group i.e. (LSI).
Determination is made as to group and individual preferences in
learning styles. Begin selective modification to adjust
curriculum to “fit” action student-group needs. Course
curricular direction determined and modified syllabus
implemented based on a Learning Styles/Curriculum Alignment
Matrix (Appendix B), is implemented with the action group. The
control group continues to be exposed to standard course format.
Month One Week Two
Student feedback, both control and action, solicited to
ascertain if understanding of core information is at adequate
levels. Responses recorded for future assimilation into the
research paradigm. Graded LSI returned to student population
with explanation as to how to interpret learning style results.
Month One Week Three
Continuing enhanced format implementation and pop quiz
administered and outcomes of test reviewed and recorded. Pop
quizzes comprised of student understanding for course material
thus far.
Month One Week Four
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Student verbal survey targeting perceived satisfaction of
course material administered to date. Results tallies and
suggestion incorporated into lesson presentation for upcoming
classes.
Month Two Week One
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Two Week Two
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Two Week Three
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Two Week Four
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Three Week One
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Midterm exam administered (verbal & physical). Scores
recorded and reviewed. Postulations inferred as to the potential
effect of experimental design thus far.
Month Three Week Two
Midterm exam verbally critiqued. Student weaknesses are
identified for refinement to a more acceptable demonstration.
Month Three Week Three
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Three Week Four
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Four Week One
Standard format week with no variation attempted. Each group
observed and subjective narration written by instructor
concerning perceived student satisfaction with course.
Month Four Week Two
Start review for finals week. Instruction becomes
individually specific referencing student necessary motion in
order to promote.
Month Four Week Three
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Action Research
Start review for finals week. Instruction becomes
individually specific referencing student necessary motion in
order to promote.
Month Four Week Four
Finals administered. Results tallied, grades posted, and
data gathered for compilation with control group. Analysis
compiled, inferences drawn, and recommendations conferred.
Results of promotion rate analyzed for statistical inferences
about intervention strategy.
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Action Research
Appendix G
Chi-Square Three semester evaluations
Fall 2006
8.722
Promoted
Not Promoted
Observed
16
1
Expected
7
9
Based on 40% pre LSI Target Promotion rate from spring 2006
P=.01 (Shows .01 chance of results being attributed to chance.)
Spring 2007
6.187
Promoted
Not Promoted
Observed
21
1
Expected
8.4
13.6
Based on 40% pre LSI Target Promotion rate from spring 2006
P=.05 (Shows .05 chance of results being attributed to chance.)
Fall 2007
8.06
Promoted
Not Promoted
Observed
22
3
Expected
10
15
Based on 40% pre LSI Target Promotion rate from spring 2006
P=.01 (Shows .01 chance of results being attributed to chance.)
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Action Research
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Appendix H
Three Semester comparison of percentages of promotions, post-LSI
rin
Sp
Fa
ll
100.00%
20
06
,3
8.
50
%
80.00%
40.00%
Sp
rin
g
60.00%
20.00%
0.00%
1
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6%
20
07
,9
g
20
06
,9
120.00%
Fa
ll
3.
30
%
20
07
,9
5%
strategy.
Action Research
Appendix J
Pedagogical Circle
Instructor
Presentation
Assessment
Engagement
and
Accountability
(Curricular
Alignment)
Pedagogical
Circle
(Continuo
Student
Engagement
(LSI)
us and Ever
Adapting to
Knowledge
Retention
And
Experience
Student Need)
Not to be construed as specific in direction
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