The Impact of Learning Styles and Course Delivery Method on Learning Outcomes: A QuasiExperiment Investigating the Case Method of Course Delivery
Submitted to:
Illinois State University
Scholarship of Teaching and Learning in Higher Education Small Grant Program
By:
Daniel J. Goebel
Assistant Professor of Marketing
Department of Marketing
djgoebe@ilstu.edu
438-7077
Michael A. Humphreys
Associate Professor of Marketing
Department of Marketing
mahumph@ilstu.edu
438-3830
Erin E. Miller
Marketing Graduate Assistant
Department of Marketing
eemill2@ilstu.edu
_______________________________________________
Dr. Timothy A. Longfellow
Associate Professor of Marketing and Department Chair
Project Clearly Fits SoTL Objectives
The project proposed herein represents the concept of scholarship on teaching and learning
(SoTL) because it implements “systematic reflection on teaching and learning” with the ultimate goal
being public dissemination of the results in the forms of a journal publication, conference
presentations, and presentations to the campus community. As such, this research conforms to the
objectives of SoTL by conducting classroom research designed to study the affects of two specific
variables on course outcomes in the marketing discipline. It is intended that the results of this research
will be submitted for publication in a journal that specifically focuses on education and teaching issues
within the discipline (e.g., the Journal of Marketing Education) and also made public via presentations
at a national academic conference and Teaching-Learning Symposia on the ISU campus. These
presentation and publication opportunities are explained in more detail later in this proposal.
Teaching-Learning Issue Under Consideration
The case method is a common and accepted course design in business education. In courses
that are designed around the case method, concept development and student learning occur in the
context of examining cases written about existing companies confronting specific business problems.
Critical thinking and in-class discussion are keys to the case method. The undergraduate marketing
strategy course is an example of a course for which the case method is widely accepted as being an
appropriate pedagogy for achieving desired outcomes. Yet, extant research examining the relationship
between the case method and student learning outcomes as compared to other course designs (e.g.,
problem simulation software or client projects) is nonexistent. Furthermore, as with all courses,
students taking the marketing strategy course undoubtedly have different learning styles. However,
once again, extant research investigating the potential for student learning style to interact with the
case method of teaching as predictors of student performance does not exist. Consequently, the specific
teaching-learning issues under consideration in this research are twofold. First, our research seeks to
examine the relationship between the case method of course delivery and learning outcomes in the
marketing strategy course compared to the outcomes of courses that use an alternative course design.
2
The second major issue under consideration is an investigation of the relationship between studentlearning style and student performance in a course that relies on the case method of teaching as the
principle means of delivering the course content. This second issue examines the potential for case
method pedagogy to moderate the relationship between learning style and outcomes assessment. Thus,
the research project proposed herein addresses key learning topics that have been identified as
important areas of investigation for better understanding and managing educational quality, including
course design, student learning styles, and student satisfaction.
Literature Review
Clearly, assessing educational quality and outcomes has become a major issue for
contemporary institutions of higher education, and this research agenda has been embraced by business
education. Several topics have been recognized as being significant issues for investigation in business
education, including student vs. instructor course-design preferences, student learning styles, and
outcomes assessment (Tarasewich and Nair 2000). For example, a Task Force on Effective and
Inclusive Learning Environments (1998) sponsored by the top accrediting agency of American
colleges of business, the American Assembly of Collegiate Schools of Business (AACSB), published a
report recognizing the need for university professors to match teaching styles with their students’
learning style differences. The AACSB task force’s report reinforces previous sentiments included in
reports published by the Education Commission of the United States (1996) and the Kellogg
Commission on the Future of State and Land-Grant Universities (1996). Taken together, these various
reports affirm that student learning experiences should be the central focus of higher education efforts
and that to enhance those efforts instructors need to recognize the potential for students to exhibit
diverse learning styles. Such recognition assumes that if students are presented with the course
material in a manner that coincides with their preferred style of learning, greater learning will result
and students will be more satisfied with their educational experience.
Given this somewhat recent focus on student learning styles, it is surprising that more clarity is
not provided regarding precise definitions of learning style. A review of the literature on learning
3
styles reveals differences as to whether one is referring to preferences a learner has for different
pedagogies or the actual process of acquiring and processing information while engaged in a learning
activity (Davis, Misra, and Van Auken 2000). The former view of learning style concerns how the
content of a course is delivered and may be defined as those conditions enhancing the affective
component of the educational experience motivating a student to choose, attend to, and perform well in
a course (Canfield 1994; Stewart and Felicetti 1992). The latter view of learning style is defined as the
student’s particular manner of acquiring knowledge, skills, and attitudes through study and/or
experience (Curry 1991). The manner of acquiring knowledge displayed by students is influenced by
individual differences in how people absorb information, think, and solve problems (Garger and Guild
1984; Witkin et al. 1977).
Outcome assessment research is sorely needed in the marketing discipline. Indeed, Davis,
Misra, and Van Auken (2000), in a study that found statistically significant relationships between
various teaching pedagogies and attitude toward the marketing major, call for more research relating
teaching method preference to student performance and outcomes. The completion of such research
will most likely shift the focus from affective measures of course outcome (e.g., attitude toward to the
major) to what is learned (Gremler et al. 2000).
Building on this literature summary and the call for more outcome-based research, the study
proposed here seeks to link both aspects of learning style to student outcomes. Comparing learning
outcomes when a course emphasizes case method pedagogy versus an alternative pedagogy tests the
first definition of learning style. The second view of learning style is tested by examining the
relationship of a student’s preferred method of acquiring knowledge, skills, etc. with student outcomes.
Expected Changes in Student Outcomes
The goal of the proposed research is to gather evidence regarding the efficacy of one pedagogy
(case methodology) for delivering course content in senior-level marketing courses as compared to
other course designs. In addition, the research described in this proposal seeks to determine if a
student’s particular learning style interacts with the case method of teaching to influence course
4
outcomes. The project is based on the argument that there is a lack of research supporting the efficacy
of the case method in achieving targeted course outcomes. Furthermore, there is a dearth of
knowledge in the marketing discipline regarding the learning styles of its majors and if those learning
styles are conducive to how courses are taught. Consequently, completion of this research and
dissemination of its findings should provide better insight into the relationship between course design,
student learning styles, and course outcomes in marketing education. This insight can be the basis for
improving educational quality and student performance by better matching course design and student
learning style in marketing courses.
Methodology
First, to examine the relationship between the case method of course delivery and course
outcomes compared to an alternative course design, pre-course knowledge and attitude assessments
and post-semester outcome assessments will be conducted in targeted courses within the marketing
curriculum. The courses will be sections of the capstone Marketing Strategy class in which the case
method course design is used and sections of other courses (e.g., Marketing Strategy, Advanced
Integrated Marketing Communications, Business-to-Business Marketing Strategy) that use an
alternative course design (term projects or client projects). Assessments will include measurement of
critical thinking skills, student course design opinions and preferences, and specific course content
knowledge. Students within the courses will be similar in terms of age, college major (marketing), and
class standing (seniors), thus controlling for these variables as potential sources of effect and variance
in the dependent variables of interest. T-tests on the differences between the pre- and post-assessments
will be conducted to determine if the differences for the case method course design classes are
statistically greater than for those classes using an alternative course design.
Second, to determine the potential for case method pedagogy to moderate the relationship
between student learning style and learning outcomes, data on each student’s learning style will be
collected. Such data will be matched with the student’s respective pre- and post-semester outcome
scores. Subsequent to data collection, multiple regression analysis will be conducted to examine the
5
potential effects of learning style on learning outcomes. In addition, to determine the potential for case
method pedagogy to moderate the relationship between learning style and outcome, interaction terms
will be added to the regression model. These interaction terms will consist of each learning style
multiplied by the perceived effectiveness of the case teaching method as predictor variables to the
criterion learning outcomes variables. To the extent that any of the interaction terms are significant,
then the case teaching method will be found to moderate the learning style  outcome relationship
(Baron and Kenney 1986). Of course, regression assumptions will be tested using scatter plots and, to
control for multicollinearity, the variance inflation factor will be calculated.
A copy of the outcome assessment developed by members of the marketing faculty for the
Marketing Strategy course is attached to this proposal as Appendix A. Similar outcomes assessment
instruments for the other targeted courses are being developed and will be ready for use by the
beginning of the Spring 2003 semester. Also included with this proposal as Appendix B are items used
to determine the specific learning styles of the students (Solomon and Felder 2002).
Presentation and Publication Outlets
Potential presentation and publication outlets for this research are many. The authors’ first
objective for presenting the research results is to submit a manuscript to the Winter American
Marketing Association (AMA) Educators’ Conference. This conference is considered a top conference
in the marketing discipline and it accepts papers devoted to improving teaching and marketing
education in many competitive paper tracks. In addition, the authors will submit a manuscript to a
journal that focuses on marketing education issues. Two journals that accept papers in this genre are
the Journal of Marketing Education and Marketing Education Review. Both journals publish articles
advancing the scholarship of teaching and learning and either one is an appropriate outlet for the article
emanating from this research. Finally, the authors will submit a proposal for an ISU TeachingLearning Symposium for an opportunity to present research findings to the university teachinglearning community.
6
References
American Assembly of Collegiate Schools of Business Task Force on Effective and Inclusive Learning
Environment (1998), Effective and Inclusive Learning Environments, International Association
for Management Education.
Baron, Reuben M. and David A. Kenny (1986), “The Moderator-Mediator Variable Distinction in
Social Psychological Research: Conceptual, Strategic, and Statistical Considerations,” Journal
of Personality and Social Psychology, 51 (6), 1173-1182.
Canfield, Albert A. (1994), Learning Styles Inventory Manual, Los Angeles: Western Psychological
Services.
Curry, Lynn (1991), “Patterns of Learning Style Across Selected Medical Specialties,” Educational
Psychology, 11, 247-277.
Davis, Richard, Shekhar Misra, and Stuart Van Auken (2000), “Relating Pedagogical Preference of
Marketing Seniors and Alumni to Attitude toward the Major,” Journal of Marketing Education,
22 (August), 147-154.
Education Commission of the United States (1996), Making Quality Count in Undergraduate
Education, Report for the ECS Chairman’s Quality Counts Agenda in Higher Education,
Denver, CO: Education Commission of the United States.
Garger, Stephen, and Pat Guild (1984), “Learning Styles: The Crucial Differences,” Curriculum
Review, 23 (1), 9-12.
Gremler, Dwayne D., Douglas K. Hoffman, Susan M. Keaveney, and Lauren K. Wright (2000),
“Experiential Learning Exercises in Services Marketing Courses,” Journal of Marketing
Education, 22 (April), 35-44.
Kellogg Commission on the Future of State and Land-Grant Universities (1996), Returning to Our
Roots: The Student Experience, Clemson, SC: Clemson University Press.
Soloman, Barbara A. and Richard M. Felder (2002), Index of Learning Styles,
http://www.ncsu.edu/felder-public/ilspage.html.
Stewart, Karen L., and Linda A. Felicetti (1992), “Learning Styles of Marketing Majors,” Educational
Research Quarterly, 15 (2), 15-23.
Tarasewich, Peter and Suresh K. Nair, 2000. “Course Design Using Instructor and Student
Preferences.” Journal of Business and Economic Studies, 54 (2): 40-54.
Witkin, H. A., C. A. Moore, D. R. Goodenough, and P. W. Cox (1977), “Field-dependent and Fieldindependent Cognitive Styles and Their Educational Implications,” Review of Educational
Research, 47 (1), 1-64.
7
IRB Number _____________
(Number to be completed by RSP)
Illinois State University Institutional Review Board
Research with Human Subjects
Protocol Submission Form
Federal regulations and Illinois State University policy require that all research involving humans as subjects be reviewed and approved by
the University Institutional Review Board (IRB). Any person (ISU faculty member, staff member, student, or other person) wanting to
engage in human subject research at or through Illinois State University must receive written approval from the IRB before conducting
research. For more information, templates, and forms please go to www.rsp.ilstu.edu
Please complete and forward this form and all supporting documents to your Department/Unit IRB representative.
If you have any questions, please contact your Departmental/Unit IRB representative or the Research and Sponsored
Programs Office (RSP), 438-8451, Campus Box 3040
I.
General Information
A. Protocol Information
Protocol Title:
The Impact of Learning Styles and Course Delivery Method on Learning Outcomes: A QuasiExperiment Investigating the Case Method of Course Delivery
Is this research part of a thesis or dissertation proposal?
No
If yes, has the thesis or dissertation proposal been approved?
Yes
No
Yes
B. Principal Investigator Information (PI must be an ISU faculty or staff member)
Principal
Department
Investigator Dr. Daniel J. Goebel
Department of Marketing
Telephone
Email
Number 438-7077
Address djgoebe@ilstu.edu
Fax
Mailing
Number 438-5510
Address Campus Box 5590
Co-Principal Investigator Information
Co- Principal
Department
Investigator Dr. Michael A. Humphreys
Department of Marketing
Telephone
Email
Number 438-3830
Address mahumph@ilstu.edu
Mailing
Faculty
Staff
Graduate Student
Address Campus Box 5590
Co-Principal Investigator Information
Co- Principal
Department
Investigator Erin Miller
Department of Marketing
Telephone
Email
Number
Address eemill2@ilstu.edu
Mailing
Faculty
Staff
Graduate Student
Address Campus Box 5590
II.
Principal Investigator Assurance
As Principal Investigator I certify that:
1.
2.
3.
4.
5.
6.
7.
8.
9.
The information provided for this project is correct
No other procedures will be used in this protocol
I agree to conduct this research as described in the attached supporting documents
I will request and receive approval from the IRB for changes prior to implementing these changes. (including but not limited to
changes in cooperating investigators, as well as any changes in procedures)
I will comply with the IRB and ISU policy for the conduct of ethical research.
I will be responsible for ensuring that the work of my co-investigator(s)/student researcher(s) complies with this protocol.
Any unexpected or otherwise significant adverse events in the course of this study will be promptly reported to the RSP
In the case of student research, I assume responsibility for ensuring that the student complies with University and Federal
regulations regarding the use of human subjects in research.
In the case of externally funded research, I will request a modification to my approved protocol if any relative changes to the
project’s scope of work are requested by the agency.
Principal Investigator Signature
Date
8
III.
Protocol Description
A.
Provide a BRIEF description, in LAYMAN'S TERMS, of the proposed research .
The proposed research seeks to determine the effect of case method pedagogy on student outcomes. In addition, the impact of
student learning styles on outcomes will be tested along with the potential for case method pedagogy to act as a moderator of the
relationship between learning styles and outcome assessment.
B.
Methodology
1.
Participants (all protocols must have a completed appendix A)
a.
B.
How many participants will be included in the study?
Number:
Male _63__
Female _87__
Age range:
_20__ To _25__
Total _150_
Where will participants be recruited from?
Participants will be recruited from senior-level marketing courses. All participants will be at similar stages of their
academic career thus reducing the chance for academic stage variability to confound the study.
c.
How will they be recruited? (attach all recruitment documentation. I.e. letters,
flyers etc)
Students in senior-level marketing courses will be asked to volunteer to participate. Recruiting efforts will take
place on the first day of class during the second week of the semester to allow for enrollments to stabilize. The
study, its purpose, and potential outcomes will be announced in class. An incentive provided to the students will
be the potential for them learn about their individual learning style along with strategies for how they can make
the most of their particular method of learning.
d.
How will you secure informed consent?
See attached Appendix C for a copy of the proposed informed consent form
If consent (and assent) forms are being used, attach a copy. If presented verbally, a copy of presentation text must be
submitted. Templates for informed consent, parent consent and assent can be found at www.rsp.ilstu.edu
2.
Procedure
a.
What are you asking the participants to do?
Complete a questionnaire measuring the variables of interest and complete pre- and post-semester
assessment outcome measures. One should note that the Department of Marketing is requiring pre- and postsemester outcome assessments this spring semester (2003) as a means for measuring fulfillment of student
9
learning objectives. Consequently, this study coincides nicely with the departments own student learning
initiatives.
b.
Will you involve them in a psychological intervention, deception, or
biomedical procedure?
No
c.
Will you audio or videotape them?
No
3.
Instruments/Apparatus
What forms, surveys, equipment, etc. will you use? (Attach a copy of all forms,
surveys and instruments to be used)
See attached Appendices A and B.
4.
Data
a.
How will the data be stored and kept secure?
Data will be stored in file cabinets in the offices of the principle researchers. These offices are locked at all
times when the researchers are not in them. In addition, data will be stored electronically on the computer of
the principle researcher. Data in electronic form will be password protected and only the principle researcher
will have access to these data.
b.
Who will have access? How will the data be used (during and after the
research)?
Only the principle researchers will have access to the data. Data will be used during the study for analysis
purposes only. T-tests and regression analysis are the methods proposed for analyzing this data. Upon
completion of the research, data will be stored for a time frame that coincides with what is required for the
publication outlet.
c.
How will the data be disposed?
Data will be disposed of by shredding the paper copies of the questionnaire and by deleting the digital file from
my computer.
10
C. RISKS
1.
What are the physical, psychological, or social (loss of reputation, privacy, or
employability) risks?
Given the nature of the project as research related to classroom pedagogy there are no physical,
psychological, or social risks for the participants. As noted in attached appendix C, the participants will be
assured that their response to the questionnaire will not affect their course grade in any way.
2.
Will the data be anonymous or confidential?
The data will be somewhat anonymous and completely confidential. We will need to match the pre- and
post-semester outcome assessments to students’ individual learning styles. However, we can accomplish
this goal with the use of the students’ last four digits of their social security number or, most likely, with a
randomly assigned number that we generate for tracking purposes.
D. BENEFITS
1.
What do you hope to learn?
We hope to gain insight on the efficacy of the case method of course delivery versus other teaching
methods for marketing majors in senior-level marketing courses. In addition, hope to obtain information on
the learning styles of marketing majors taking senior-level courses and how those learning styles may
interact with a chosen pedagogy to affect course assessment. This project is one that was accepted for
funding under the Scholarship of Teaching and Learning in Higher Education Small Grant Program. As
such, the potential findings of this research have been independently verified by other scholars as to their
potential contribution.
2.
Who might find these results useful?
Since the outcomes for this research are targeted to three different audiences, three different groups may
find our results useful. First, members of the Illinois State University academic community, especially
those interested in SoTL research, will find these results useful. Second, conference attendees at the
national conference where this paper will be presented will find this research useful. Finally, the marketing
community of scholars will be exposed to this research through a journal article.
3.
For what purpose?
Interested faculty members may use the results of this research to potentially alter their teaching style and
method of course delivery based on student learning styles. We anticipate that more effective instruction
tailored to student learning styles will result in greater learning and more satisfaction with the learning
experience by students.
11
IV.
Checklist
This checklist must be completed and attached to all protocols or Department
Representatives will return them to the PI. Please note that for any items checked
“yes” you must attach the designated, completed appendices.
_____ Yes
_____ No
Informed consent procedures/ documentation have been clearly explained.
(All protocols must have a completed Appendix A)
_____ Yes
_____ No
Is your research being funded? (if yes, complete Appendix B)
_____ Yes
_____ No
Are you recruiting and enrolling subjects 0-7 years old? (if yes, complete
and attach Appendix C)
_____ Yes
_____ No
Are you recruiting and enrolling subjects 8-18 years old? (if yes, complete
and attach Appendix C)
_____ Yes
_____ No
Are you recruiting and enrolling prisoners as subjects? (if yes, complete and
attach Appendix D)
_____ Yes
_____ No
Are you recruiting and enrolling pregnant women as subjects? (if yes, complete
and attach Appendix E)
_____ Yes
_____ No
Are you recruiting and enrolling mentally incapacitated individuals as subjects? (if
yes, complete and attach Appendix F)
_____ Yes
_____ No
Will the subjects of this study be exposed to the possibility of harm, including
physiological, psychological, or social (e.g., loss of reputation, privacy, or
employability), (if yes, complete and attach
Appendix G)
_____ Yes
_____ No
Will the subjects of this study be exposed to any psychological interventions such
as contrived social situations, manipulation of the subject's attitudes, opinions or
self-esteem, psychotherapeutic procedures, or other psychological influences. (if
yes, complete and attach Appendix H)
_____ Yes
_____ No
Will this study involve any elements of deception? (if yes, complete and attach
Appendix I)
_____ Yes
_____ No
Will the proposed research involve any biomedical procedures (e.g., the taking or
withholding of medication, ingestion of any food or other substances, injections,
blood drawing, or any other procedure which would normally be done under
medical supervision). (if yes, complete and attach Appendix J)
_____ Yes
_____ No
Will all or some of the subject(s) of the proposed research will be audio or
videotaped? (if yes, complete and attach Appendix K)
_____ Yes
_____ No
Will this proposed research involve any elements of technology? (i.e. web-based
subject recruitment, email recruitment, web survey)
12
The Impact of Learning Styles and Course Delivery Method on Learning Outcomes: A QuasiExperiment Investigating the Case Method of Course Delivery
Budget:
Salary ...................................... $4,000.00
Copying........................................ 150.00
Data Entry .................................... 100.00
Conference attendance ................. 750.00
(for presenting results)
Total Budget ............................ $5000.00
Justification
Salary is requested for the two principle researchers of this project. The graduate student will
be compensated through the Department of Marketing as the duration of time she will work on this
project coincides with her period of employment as a departmental graduate assistant. Copying and
data entry expenses represent the approximate cost to photocopy 180 five to six page questionnaires
and enter the data collected on those questionnaires. Finally, the budget requested to attend a
conference where the results of this research will be presented will only partially offset the cost of
attending that conference. Other expenses for attending the chosen conference will come from either
departmental funds or the researchers’ own personal funds.
13
APPENDIX A – OUTCOMES ASSESSMENT
MKT 338, Strategic Marketing Management
1. Which of the following is one of the major considerations in strategic marketing control?
a.
b.
c.
d.
e.
market share vs. sales
cash flow vs. profit
effectiveness vs. efficiency
all of the above
none of the above
2. Which of the following is primarily concerned with the adjustment of the corporation to environmental threats and
opportunities?
a.
b.
c.
d.
e.
product/service mix control
sales control
marketing channel control
strategic control
none of the above
3. Last year Rossaroni Computers had sales revenue of 2,000,000 and variable costs of 500,000. Its cost structure will
remain the same this year including its fixed costs of 1,000,000. What will be its break-even point in dollars ?
a.
b.
c.
d.
e.
1,500,000
1,222,222
1,111,111
2,222,222
1,333,333
4. If a product is sold to consumers for 20 dollars and retail trade margin is 50 percent while the wholesale trade margin is
10 percent, what does the manufacturer charge the wholesaler for the product ?
a.
b.
c.
d.
e.
4 dollars
8 dollars
9 dollars
11 dollars
15 dollars
5. Marketing management would best be described as:
a.
b.
c.
d.
e.
the management of sales and advertising activities
the process of planning implementing, coordinating and controlling distribution programs
the process of implementing, all business programs
the process of planning, and controlling marketing programs
the process of analyzing, planning, implementing, coordinating and controlling marketing programs
14
6. Marketing opportunity analysis includes:
a.
b.
c.
d.
e.
making product decisions
environment and competitor analysis
sales force control
advertising decisions
developing and testing new products
7. Which of the following is not typically a major component of a marketing program?
a.
b.
c.
d.
e.
product and/or service decisions
pricing decisions
distribution decisions
personal selling decisions
personnel policy decisions
8. A strategy for a particular product in a particular market would be a:
a.
b.
c.
d.
e.
Corporate strategy
Business- level-strategy
Functional strategy
Targeting strategy
Tactical plan
9. Acquisition and divestiture policies would be part of:
a.
b.
c.
d.
e.
Corporate strategy
Business- level-strategy
Functional strategy
Target market strategy
Segmentation strategy
10. Which of the following is not a major component of a well-developed strategy?
a.
b.
c.
d.
e.
scope
goals and objectives
resource deployments
identification of a pricing advantage
synergy
11. The fundamental pattern of present and planned objectives, resource deployments, and interactions of an organization
with markets, competitors, and other environmental factors, is a definition of:
a.
b.
c.
d.
e.
resource deployments
marketing management
management
strategy
corporate policy
15
12. A follower strategy would most likely be used for:
a.
b.
c.
d.
e.
new or growing market
a mature or declining market
a highly segmented market
all of the above
none of the above
13. Differentiation is a big issue in:
a.
b.
c.
d.
e.
new or growing market
a mature or declining market
a commodity market
all of the above
none of the above
14. Which of the following is not a major part of the marketing control process?
a.
b.
c.
d.
e.
setting standards of performance
specifying the necessary feedback data
obtaining needed control data
evaluating the feedback data
resetting the price level
15. Strategic control is concerned primarily with:
a.
b.
c.
d.
e.
achieving pricing objectives
achieving measures of advertising effectiveness
achieving an effective fit between the actions of the organization and its environment
achieving functional objectives
none of the above
16
APPENDIX B – INDEX OF LEARNING STYLES
Barbara A. Soloman
First-Year College
North Carolina State University
Raleigh, North Carolina 27695
Richard M. Felder
Department of Chemical Engineering
North Carolina State University
Raleigh, NC 27695-7905
DIRECTIONS
Circle "a" or "b" to indicate your answer to every question. Please choose only one answer for each
question.
If both "a" and "b" seem to apply to you, choose the one that applies more frequently.
1. I understand something better after I
(a) try it out.
(b) think it through.
2. I would rather be considered
(a) realistic.
(b) innovative.
3. When I think about what I did yesterday, I am most likely to get
(a) a picture.
(b) words.
4. I tend to
(a) understand details of a subject but may be fuzzy about its overall structure.
(b) understand the overall structure but may be fuzzy about details.
5. When I am learning something new, it helps me to
(a) talk about it.
(b) think about it.
6. If I were a teacher, I would rather teach a course
(a) that deals with facts and real life situations.
(b) that deals with ideas and theories.
7. I prefer to get new information in
(a) pictures, diagrams, graphs, or maps.
(b) written directions or verbal information.
8. Once I understand
(a) all the parts, I understand the whole thing.
(b) the whole thing, I see how the parts fit.
9. In a study group working on difficult material, I am more likely to
(a) jump in and contribute ideas.
(b) sit back and listen.
17
10. I find it easier
(a) to learn facts.
(b) to learn concepts.
11. In a book with lots of pictures and charts, I am likely to
(a) look over the pictures and charts carefully.
(b) focus on the written text.
12. When I solve math problems
(a) I usually work my way to the solutions one step at a time.
(b) I often just see the solutions but then have to struggle to figure out the steps to get to them.
13. In classes I have taken
(a) I have usually gotten to know many of the students.
(b) I have rarely gotten to know many of the students.
14. In reading nonfiction, I prefer
(a) something that teaches me new facts or tells me how to do something.
(b) something that gives me new ideas to think about.
15. I like teachers
(a) who put a lot of diagrams on the board.
(b) who spend a lot of time explaining.
16. When I'm analyzing a story or a novel
(a) I think of the incidents and try to put them together to figure out the themes.
(b) I just know what the themes are when I finish reading and then I have to go back and find the incidents that
demonstrate them.
17. When I start a homework problem, I am more likely to
(a) start working on the solution immediately.
(b) try to fully understand the problem first.
18. I prefer the idea of
(a) certainty.
(b) theory.
19. I remember best
(a) what I see.
(b) what I hear.
20. It is more important to me that an instructor
(a) lay out the material in clear sequential steps.
(b) give me an overall picture and relate the material to other subjects.
21. I prefer to study
(a) in a study group.
(b) alone.
22. I am more likely to be considered
(a) careful about the details of my work.
(b) creative about how to do my work.
23. When I get directions to a new place, I prefer
(a) a map.
(b) written instructions.
24. I learn
(a) at a fairly regular pace. If I study hard, I'll "get it."
(b) in fits and starts. I'll be totally confused and then suddenly it all "clicks."
25. I would rather first
(a) try things out.
(b) think about how I'm going to do it.
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26. When I am reading for enjoyment, I like writers to
(a) clearly say what they mean.
(b) say things in creative, interesting ways.
27. When I see a diagram or sketch in class, I am most likely to remember
(a) the picture.
(b) what the instructor said about it.
28. When considering a body of information, I am more likely to
(a) focus on details and miss the big picture.
(b) try to understand the big picture before getting into the details.
29. I more easily remember
(a) something I have done.
(b) something I have thought a lot about.
30. When I have to perform a task, I prefer to
(a) master one way of doing it.
(b) come up with new ways of doing it.
31. When someone is showing me data, I prefer
(a) charts or graphs.
(b) text summarizing the results.
32. When writing a paper, I am more likely to
(a) work on (think about or write) the beginning of the paper and progress forward.
(b) work on (think about or write) different parts of the paper and then order them.
33. When I have to work on a group project, I first want to
(a) have "group brainstorming" where everyone contributes ideas.
(b) brainstorm individually and then come together as a group to compare ideas.
34. I consider it higher praise to call someone
(a) sensible.
(b) imaginative.
35. When I meet people at a party, I am more likely to remember
(a) what they looked like.
(b) what they said about themselves.
36. When I am learning a new subject, I prefer to
(a) stay focused on that subject, learning as much about it as I can.
(b) try to make connections between that subject and related subjects.
37. I am more likely to be considered
(a) outgoing.
(b) reserved.
38. I prefer courses that emphasize
(a) concrete material (facts, data).
(b) abstract material (concepts, theories).
39. For entertainment, I would rather
(a) watch television.
(b) read a book.
40. Some teachers start their lectures with an outline of what they will cover. Such outlines are
(a) somewhat helpful to me.
(b) very helpful to me.
41. The idea of doing homework in groups, with one grade for the entire group,
(a) appeals to me.
(b) does not appeal to me.
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42. When I am doing long calculations,
(a) I tend to repeat all my steps and check my work carefully.
(b) I find checking my work tiresome and have to force myself to do it.
43. I tend to picture places I have been
(a) easily and fairly accurately.
(b) with difficulty and without much detail.
44. When solving problems in a group, I would be more likely to
(a) think of the steps in the solution process.
(b) think of possible consequences or applications of the solution in a wide range of areas.
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APPENDIX C – INFORMED CONSENT FORM
The Effectiveness of Case Method Pedagogy in Senior-Level Marketing
Courses on Learning Outcomes
Dear ______________:
I am a professor in the Department of Marketing at Illinois State University. I am conducting a
research study that is designed to investigate the effectiveness of the case method of teaching on
learning outcomes. The purpose of the study is to determine if learning styles and the case method of
teaching influence student outcomes in senior-level marketing courses. Consequently, you are
participating in a study that could enhance the learning experience for marketing majors in years to
come. I am requesting your participation by completing a questionnaire that will take approximately 30
minutes duration.
Your participation in this study is voluntary. If you choose not to participate or to withdraw from the
study at any time, there will be no penalty. Your grade in this course or any future marketing courses
will not depend on your participation or nonparticipation in this study. The results of the research may
be published, but your name will not be used and your identity will remain anonymous.
Although there may be no direct benefit to you, the possible benefit of your participation is a greater
understanding of marketing major learning styles and the identification of teaching styles that enhance
student learning when matched with particular learning styles.
If you have any questions regarding this study, you may contact me by email at djgoebe@ilstu.edu or
by phone at (309) 438-7077.
Sincerely,
Daniel J. Goebel
Assistant Professor of Marketing
I give consent to participate in the above study.
_____________________________
Signature
_________________
Date
If you have any questions about your rights as a participant in this research, or if you feel you have
been placed at risk, you can contact the Research and Sponsored Programs Office at Illinois State
University at (309) 483-8451.
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