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Data Collection: Practical Application

The Issue
In order to be successful in class, students must have a strong knowledge and understanding of what is taught throughout the school year. The question then becomes, how can teachers and administrators promote individual student achievement and progress? To answer this question, one must take into consideration all students are different and therefore display various learning style preferences. Putting an initial focus on learning styles of students through the administering of a learning style assessment allows teachers potentially greater understanding of how children in their charge best comprehend information. The results of the assessment can then be used to enhance curricula and help cater to the needs of all students equally.
Data Collection Plan or Improvement
In this study, students were asked to complete the Memletics Learning Style Inventory questionnaire (2004) to determine their preferred learning style. Students received scores identifying learning style preferences with a score of 20 indicating the highest preference for a particular category and 1 representing the lowest. The categories in the inventory are visual, verbal, aural, solitary, logical, physical and social. Data collected was then used by the Instructor to aid understanding of learning style preferences for each student.
Another interesting aspect to this data collection is the potential for personality typing. This may yield a prediction as to the type of personalities, which are most likely to be successful in class. A 45-question assessment identifying core motives, (Hartman Communications, 2004) may be warranted. Core motives are identified by a color code scheme where red (power), blue (intimacy), white (peace), and yellow (fun), are used as indicators, (Hartman Communications, 2004). Data collection of the Memletics Learning Style Inventory and the Hartman questionnaire may give an instructor more information to aid in a successful outcome to curricular engagement.
Method
This study has been conducted over the last year, with base data gathered in the spring semester 2006, establishing the control group, which posed a 38.46% promotion rate and receiving no implementation of the LSI or curricular adjustment. The information from the fall semester 2006 reflects implementation of the LSI for study and became the experimental group. Initial outcome of the intervention strategy shows a promotional rate increase to 82.35% (Eberwein, 2006). Final postulations to this intervention strategy are to be posted at a later date when several more semester classes’ data are collected adding greater validity to the study.
Instrument Reliability and Validity
Using Memletics LSI can help curricular programming and test scores, thus aiding schools to maintain funding. LSI type determiners can be used to help fine-tune any classroom setting whether professional or educational. Recognizing and understanding learning styles can enhance developmental techniques helping individuals learn and teach more effectively.
As noted in the previous section, the promotion rate for students increased approximately 44% after implementation of curricular modifications in accordance with the LSI data. This rather significant improvement would attest to the reliability of the LSI. Use of the LSI with future classes will provide additional data as to the validity and reliability of the instrument.
Conclusion
As noted, Team A evaluated this study for potential recommendations with the purpose of fine-tuning data collection methods thus enhancing future usage and potential cross-discipline inferences for implementation. Recommendation is forwarded referencing the Memletics Learning Style Inventory to educators, as the inventory appears valid and reliable in determining learning style preferences. Supposition can also be forwarded that implementation of the LSI increases awareness of the different types of techniques used to increase student learning. This could be an invaluable classroom tool in helping students meet the standards set by the No Child Left Behind Act (DOE, 2003) and could give students the academic edge they need to succeed in any academic endeavors.
References

Advantage.com 2004. Memletics Learning Style Inventory
Questionnaire. Retrieved August 16, 2006, from
www.learning-styles-online.com.
Eberwein, D. (2006, December 14). Potential practical application paper subject [Msg 1]. Message posted to http://classroom.phoenix.edu/afm204/secure/view-thread.jspa?threadID=140...
Hartman Communications, (2004). The color code. Retrieved
December 16, 2006, from http://www.thecolorcode.com.
U.S. Department of Education (2003, August). Fact Sheet on the Major Provisions of the Conference Report to H.R. 1, the No Child Left Behind Act. Retrieved December 16, 2006, from http://www.ed.gov/nclb/overview/intro/factsheet.html.