Thesis (M.S.)--Naval Postgraduate School, 2001. / "September, 2001." Includes abstract. DTIC report no.: ADA397259. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis. Includes bibliographical references (leaves 93-95). Full text available online from DTIC.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Dec. 2004. / Thesis Advisor(s): Steve Mehay, Linda Mallory. Includes bibliographical references (p. 95-98). Also available online.

Approved for public release; distribution in unlimited. / This study examines the relationship between participation in the United States Naval Academy Foundation Preparatory School Program on Midshipmen performance at the United States Naval Academy. A program review was conducted and several multivariate regression models were developed to analyze the affect of the performance of Academy Midshipmen.

This study explored preparatory students’ perceptions of the risk of contracting the Human Immuno-deficiency Virus (HIV) and sexually transmitted infections (STIs) in Ethopia. It utilised a non-experimental exploratory survey methodology. A range of findings was revealed. Most respondents (67.14%) were knowledgeable about HIV/AIDS and more than half of the respondents knew about STIs. A significant number of respondents (67.1%) were able to describe HIV transmission prevention methods. Twenty one percent of respondents were sexually active and 17.0% of these reported to have used condoms. Twenty nine percent and 4.25% of the respondents had selfperceived risk of contracting HIV infection and STIs respectively. In spite of increased awareness of HIV/AIDS, school youths still engage in high-risk sexual activities and believe that they are unlikely to contract the disease. The study findings have implications for practice, and recommendations are offered for further research / Health Studies / M.A. (Public Health)

This study explored preparatory students’ perceptions of the risk of contracting the Human Immuno-deficiency Virus (HIV) and sexually transmitted infections (STIs) in Ethopia. It utilised a non-experimental exploratory survey methodology. A range of findings was revealed. Most respondents (67.14%) were knowledgeable about HIV/AIDS and more than half of the respondents knew about STIs. A significant number of respondents (67.1%) were able to describe HIV transmission prevention methods. Twenty one percent of respondents were sexually active and 17.0% of these reported to have used condoms. Twenty nine percent and 4.25% of the respondents had selfperceived risk of contracting HIV infection and STIs respectively. In spite of increased awareness of HIV/AIDS, school youths still engage in high-risk sexual activities and believe that they are unlikely to contract the disease. The study findings have implications for practice, and recommendations are offered for further research / Health Studies / M.A. (Public Health)

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))