Colleges and universities throughout this great land are charged with the
awesome responsibility of developing our youth into becoming productive, contributing
citizens. More specifically, within these colleges and universities, instructors are
instrumental in the development of students. Experiential learning, and, more
importantly, reflective writing are important components of college instructors?
repertoires. Learning is not complete without proper reflection. The purpose of this study
was to examine upper-level undergraduate students? perceptions of learning in an
agricultural leadership course that emphasized experiential learning methods.
Specifically, this study examined student attitudes regarding experiential learning and if
students used a surface or deep approach to learning.
The respondents to the study included the students enrolled in ALED 340:
Professional Leadership Development. This study employed procedures associated with
mixed methods research. Within the quantitative portion of this study, the students were
required to complete the revised two-factor Study Process Questionnaire pre-intervention and post-intervention. The intervention consisted of teaching strategies
associated with experiential learning with an emphasis on reflective writing. Based upon
the students? self-reported answers, it was determined that post-intervention scores for
the Deep Approach Scale and the Surface Approach Scale were statistically similar to
the students? pre-intervention scores. Teaching strategies associated with experiential
learning with an emphasis on reflective writing did not have an influence on the way the
students approached learning.
Within the qualitative portion of the study and as a course requirement, the
students were asked to keep a reflective journal. Upon completion of the course, the
students were asked to prepare a reflective paper, which served as a comprehensive
reflection of the course. Three themes emerged from the students? reflective journals and
papers?the students? perceptions of experiential learning, the indicators of a deep
approach to learning, and how learning was maximized. In conclusion, the students
benefited greatly from receiving instruction associated with experiential learning, and
the students did foster a deep approach to learning, regardless of their answers to the
revised two-factor Study Process Questionnaire. Reflection completed the learning
process for the students enrolled in ALED 340: Professional Leadership Development.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2008-12-221 |
| Date | 16 January 2010 |
| Creators | Moore, Copie D. |
| Contributors | Boyd, Barry L. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation |
| Format | application/pdf |
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