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Abstract
This investigation analyzed the effects of the learning style instructional resource, Contract Activity Package (CAP), on the achievement and attitudes of first-year, law school students and correlated the findings with individuals' diagnosed learning styles. Participants were students enrolled in two sections of a Legal Research and Writing course (n=44). Both sections were administered the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1996) to identify individuals' learning style strengths and alternately presented with content employing a CAP format or traditional lecture. The Semantic Differential Scale (SDS) (Pizzo, 1981) measured students' attitudes comparing the different instructional method they experienced. Criterion-referenced examinations measured their achievement for content mastery. Student mean achievement-test scores revealed that instruction using a CAP was significantly (p
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Dunn and Griggs (2000) cited multiple problems concerned with teaching higher education classes. Among those, they included students who were unable to:
* listen to a lecture and simultaneously take notes for studying;
* remember three-quarters of what they heard during a lecture;
* read and identify what was important; and