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Action Research 1

Running head: ACTION RESEARCH REPORT

Learning Style Inventory as a Curricular Alignment Strategy

An Action Research Project

Dale H. Eberwein MAED

University of Phoenix (Online)

EDD 580 Applications of Action Research

Dr. Susanne Gamble

December, 7th, 2007

US. Copyright # TXu 1-642-478

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Table of Contents

Abstract……………………………………………………………………………………………………………………………………………4

Chapter I: Introduction……………………………………………………………………………………………………5

Problem Statement………………………………………………………………………………………………5

Purpose…………………………………………………………………………………………………………………………5

Description of the Community…………………………………………………………………5

Description of the Work Setting…………………………………………………………8

Writer’s Role…………………………………………………………………………………………………………9

Chapter II: Study of the Problem…………………………………………………………………………10

Problem Description………………………………………………………………………………………10

Problem Documentation…………………………………………………………………………………12

Literature Review……………………………………………………………………………………………13

Causative Analysis…………………………………………………………………………………………21

Chapter III: Outcomes and Evaluations……………………………………………………………24

Goals and Evaluation……………………………………………………………………………………24

Expected Outcomes……………………………………………………………………………………………24

Measurement of outcomes……………………………………………………………………………25

Analysis of Results………………………………………………………………………………………26

Chapter IV: Solution Strategy…………………………………………………………………………………27

Problem Statement……………………………………………………………………………………………27

Discussion………………………………………………………………………………………………………………27

Selected Solutions/Calendar Plan……………………………………………………30

Chapter V: Results and Recommendations…………………………………………………………32


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Results………………………………………………………………………………………………………………………32

Discussion………………………………………………………………………………………………………………34

Recommendations and Plans………………………………………………………………………35

References……………………………………………………………………………………………………………………………………38

Appendix A: Excel Spreadsheet/Control Group and post LSI…………45

Appendix B: Final Written Exam PE 110X, Kenpo Karate……………………46

Appendix C: Yellow Belt Requirements Sheet………………………………………………47

Appendix D: Learning Styles/Curriculum Alignment Matrix……………48

Appendix E: Learning Style Results Fall 2006, Spring 2007,

and Fall 2007………………………………………………………………………………………………………………………….50

Appendix F: Selected Solutions/Calendar Plan…………………………………………53

Appendix G: Chi-Square three semester evaluation………………………………57

Appendix H: Three Semester comparison……………………………………………………………58

Appendix J: Pedagogical Circle………………………………………………………………………………59


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Action Research Project

Abstract

This action research project focused on student lack of

retention referencing curricular material as indicated by a 38.5%

promotional rate for PE 110X, (Kenpo Karate), taught at North

Idaho College (NIC). Supposition is forwarded that integrating

identified student learning style preferences, with curricular

presentation, influenced promotional rates positively. The

author’s review of the literature about this subject seems to add

credence to this approach to curricular alignment, producing a

student-based, educationally engaging system. The author

postulates, that by employing the described strategy, student

outcomes revealed a significant increase in promotional rates, to

the next level of study, within the allotted semester time frame.

This paper is presented as a requirement of the University of

Phoenix, Education 580 Applications of Action Research, and

represents this author’s opinions and discoveries and in no way

is to be construed as definitive in scope or presentation.


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Chapter One: Introduction

Problem Statement

The problem, as indicated in this study, is only 38.5% of

beginning karate students, advanced to yellow belt in PE 110X

Kenpo Karate, in the spring semester 2006.

Purpose

The purpose of this study was to ascertain if the integration

of learning style preferences into curricular presentation

reinforces student retention of course, curriculum. Achievement

can be realized if the study revealed any change in outcome when

exposed to the intervention strategy. The ultimate purpose of

this study was to identify and devise an intervention strategy

which increases student curricular retention and increases

promotion rate to at least 70%.

Description of the community

North Idaho College NIC is located in Coeur d’Alene Idaho

and is physically within Kootenai County. Idaho was the fifth

fastest growing state in the 1990s, and Kootenai County was

the third fastest growing county in Idaho. Rapid growth has

continued from 2000 to present. Coeur d’Alene is located in

the north panhandle of the state about 90 miles south of the


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Canadian boarder. Today, Coeur d'Alene remains the seat of

business and recreational activities in the Inland Northwest

complete with festivals, fairs, concerts, bistros, elegant

restaurants, mall shopping, and much more. Its strong presence

is found in state government and increased economic

development over the past several years is remarkable. Coeur

d'Alene continues to grow and prosper in the new millennium,

(Coeur d’Alene Chamber of Commerce website, 2007). As of the

2005 United States census, Coeur d’Alene’s population was

40,059 residents, (US Census Bureau, 2007). Population

breakdown: under 18 years of age, 30,426, or 25% of the

population; 18 to 63 years, 76,186, or 62% of the population;

and 65 years and over, 15,738, or 13% of the population. The

median income for the Kootenai county area is $37,754, (US

Census Bureau, 2007). NIC enrollment reflects approximately

4,400 students in academic programs and totaled 12,795 course

enrollments in various non-credit courses including technical

and professional certifications. Population numbers reflecting

new admissions were 3,148 applied, 1,855 admitted,

1,015 enrolled. Average high school GPA for students admitted

to NIC is 2.84. Faculty presence on campus is a total of 297

full-time or 52% full-time instructors. Student/faculty ratio:

14:1. Undergraduate student population-gender breakdown is 62%


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women, 38% men. Minority breakdown is, 0.4% African American,

0.9% Asian American or Pacific Islander, 2% Hispanic American,

2% Native American and International Population representing

16 other countries. Funding is state and locally supported,

and the campus remains coed. The physical setting of NIC is a

small-town 42-acre campus. Degrees offered are certificates

and associate, (North Idaho College Home Page, 2007). NIC

appears an affordable alternative to state universities and

colleges. Tuition for area residents is $1122 full-time, $70

per credit part-time; state resident $2122 full-time, $133 per

credit part-time; nonresident $5674 full-time, $355 per credit

part-time. Full-time tuition and fees vary according to course

load, program, and reciprocity agreements. Required fees are

$870 full-time, $63 per credit part-time. Room and

board $5160. Room and board charges vary according to board

plan and housing facility. Entrance Difficulty is

noncompetitive, as 59% of applicants were admitted, (North

Idaho College Home Page, 2007). NIC is accredited by the

Northwest Association of Schools and Colleges. The college

mission statement states: North Idaho College is committed to

student success, teaching excellence, and lifelong learning.

As a comprehensive community college, North Idaho College

provides quality educational opportunities that expand human


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potential and enhance the quality of life for the students and

the communities it serves, (North Idaho College Home Page,

2007).

Description of Work Setting

The research project takes place in the college aerobics

room. The student population for this project is six male and

seven female students, or 13 for the control group receiving no

intervention strategy. This population reflects student interest,

degree requirements, and scheduling as the main reasons for

participation in the beginning classes. Some students related a

curiosity about the martial arts, others indicated a need for

physical education credits for their degree pursuit, and finally

fitting a class of this type into their schedule was also a plus.

The college aerobics room is 20 feet wide, by 50 feet long and

has eight foot mirrors on one long wall and one short wall which

cover each wall’s length. This environment is conducive to

immediate visual feedback as students see their postures and

movements in their reflections. The floor surface is of a rubber

composite similar to elastic concrete. Audio equipment is

present, affording musical and prerecorded additions to the class

atmosphere. The room is well lit and has a view out three, three

feet by six foot windows. No noticeable extraneous noise


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inhibiting lesson impartation is present and the room is kept

clean and at a comfortable temperature.

This researcher believes that the group chosen is well

identified, and reflects the total population at the school. No

age differences of note were recorded with this group, as 19

years of age is the mean age college wide.

Writer’s role

The writer’s role at NIC is that of an instructor of Kenpo

Karate to community college students. His expertise is in the

martial arts i.e., (American Kenpo Karate), with over 30 years

experience teaching this subject. This proctor possesses a Senior

Instructor ranking, or fourth degree black belt. Educationally,

the writer’s accolades include an associate degree in Sociology,

a Baccalaureate degree in Psychology, and currently finishing a

master’s pursuit in Education that is one class to completion.

Additionally, the instructor has several credits, through past

employment, aiding in his expertise and appropriateness to

conduct this study. These accolades include pressure point

control tactics instructor and methods of instruction

certification through the Department of Corrections with the

State of Alaska, 2002. Both of these credits are directly related


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to increased insight and present-ability of the subject of

evaluation.

This author is directly responsible for designing, teaching,

and evaluating all standards of course, curriculum. The writer is

responsible for implementing the aligned curriculum, to the

action group, where appropriate. The researcher is responsible

for all data collection, assessment, and analysis for

interpretation.

Chapter II: Study of the Problem.

Problem Description

The problem is that college students at NIC were not

retaining course content from PE 110X Kenpo Karate, consequently

only 38.5% of the college students were promoted to yellow belt

after completion of the first class.

The methods used to impart identified curriculum are

traditional, based on instructor experience. Historically, rote

motion, instructor demonstration, and individual student/teacher

interactions are the primary methods used to teach Kenpo Karate

in a group setting. The methods stated, are of a percentile

presentation, so may have differing percentages of emphasis for

each class depending on daily class dynamics and student


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involvement. Unfortunately, students were not responding to the

traditional instruction methods employed with any consistent

success. Research has shown that rote activity has little long-

term influence on curricular retention and minimizes the

possibility of processing for meaning, (Noice, 1993). Instructor

demonstration has little effect on written examination scores and

appears to have no differences observed between the several

strategies. Research revealed no differences in practical

examination scores observed between instructional strategy

groups, (Smith, 2006). The only strategy which seems to be a plus

in this historical approach is social interaction as social

behavior typically has a positive effect on school and work

performance, (Utay & Utay 2005).

The promotional problem, as described, has had minimal effect

outside the actual karate class being studied, as this was only

the first semester this course had been offered. Student success

rate is of the utmost importance to this class, as promotion rate

equates to a necessary student population to continue to more

advanced study in subsequent semesters. Student population,

determines the need for an intermediate class, therefore,

promotion is critical to the future of the Kenpo Karate program.

Problem Documentation


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Ultimately, spring semester 2006 produced a 38.5% promotion

rate as recorded in the student promotional postings (See

Appendix A). The attached graph, (table 1), shows the percentage

of successful, (in green), promotions, to yellow belt, in the

spring 2006 semester. This group is pre-intervention strategy,

and reflects the actual percentages of successful promotions. The

38.5%, (in green), promotion rate recorded is unacceptable as

this does not promote student interest beyond the beginning class

forum.

Table 1

(Table 2) represents a depiction of the desired 70%, (in green),

target promotional rate.

Table 2


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Literature Review

The subject of student failure is an interesting dynamic as

there appears to be many reasons for student lack of curricular

retention. In their article, Address the Whole Person Ensuring

Student Success, James and Cruz, (2005), forwarded the following

summation and it identifies teacher/student dynamics profoundly:

Most physical educators became teachers because they

were skilled movers and enjoyed the content of physical

education. Although the content is important, there are

other things to consider when attempting to accomplishing

goals to meet the needs of all students. Teachers need to

consider the whole person (motor, cognitive, affective

domains) to ensure developmental appropriateness and

consequently, student success. Instructional approaches


Action Research 14 provide one avenue to address all three domains when

instructing students, (James & Cruz, 2005, p.21).

As can be observed, students display several viable and

measurable reasons for lack of curricular retention. Research

suggests that students' and instructors' educational

preferences vary in different educational domains, including

curriculum, assessment, the learning process, pedagogy, and

physical classroom dynamics, (Holcomb, 2005). Therefore,

inference is forwarded supporting a need for the melding of

teacher style and presentation with student perception and

assimilation abilities to aid in a successful outcome for

both. Research also describes student self-efficacy as a major

instructional goal and literature confirms the relationship

between self-efficacy to exercise and teaching methods,

(Sabourin, 2002). In the article, teaching styles of tutors in

a problem-based curriculum: students' and tutors' perception,

forwarded the need for matching of teaching style with student

learning style preferences, (Kassab, et. al. 2006).

Qualitative inferences suggest personal perceptions were askew

from what was intended. Teachers and students saw the inter-

dynamics of the teaching/learning styles different between the

two groups. If the greatest possible impact to educational

endeavors is the aim, synchronization would appear to be a


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necessary component to the strategy. This teacher/student

melding of instruction and retention is the remaining focus of

this literature review and presents a composite of references

on the subject of learning style assessment, and the potential

implications for integration with curricular alignment they

imply. The problem, as stated, is that only 38.5% of beginning

students successfully passed promotional requirements in

PE110X, (Kenpo Karate) at NIC. There appears to be a

correlation between multiple intelligence and learning styles

when viewed from the standpoint of assessment. Conclusions

have been inferred that instructional strategies designed,

developed, and implemented in accordance with student learning

preferences can serve as a means of improving psychomotor

performance, (Kennedy, 1995). The martial arts are considered

an activities class at the Jr. College level. All activities

classes have one thing in common. They require some sort of

physical motion and participation criteria to receive a

passing grade. The measure of student performance in the

Karate class at NIC is two fold, Attendance and Participation

and or Yellow-Belt promotion are the criteria for grading.

Successful promotion to Yellow-Belt is the final goal of the

instructor in reference to his student’s progress. If the goal

of the instructor is a larger number of successful Yellow-Belt


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students, there would seem a discrepancy in the final class

expectations. A look at instructor/student interactive

dynamics was undertaken, and a systematic improvement regime

implemented, so there could be expectation for enhanced

student success rates to appear in future class forums.

Community college students, who study with prescriptions based

on their learning-styles strength preferences, displayed

increased achievement and curiosity and or reduced anxiety and

anger when learning science, (Dunn & Stevenson, 1997). Even

though science was the forum to Dunn and Stevenson’s article,

strong evidence exists that learning style can be used across

disciplines in application. There have also been postulations

that only students with strong preferences need to learn in

ways that complement their learning styles, but present data

suggest that even students who do not express a clear

preference may perform better or less well depending upon

grouping strategy, (Dunn, 1990). This grouping is based on

learning styles and inference is forwarded that grouping

similar learning preferences produced a positive outcome. LSI,

as an identification strategy, was realized when learning

style measures were validated in a medical student population

and learning constructs were established for identifying

learners who would most likely benefit from a problem-based or


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computer-assisted curriculum, (Chapman and Calhoun, 2006).

Postulation addressing student learning styles as an enhancer

for curricular retention is also forwarded. Although several

moderating variables influence outcome, results overwhelmingly

support the position that matching students’ learning style

preferences with complementary instruction improves academic

achievement and student attitudes toward learning, (Lovelace,

2005). Research has shown the uniqueness of different teaching

and learning styles and identified the characteristics

associated with each style, (Brown, 2003). If, therefore,

learning/teaching styles are out of sync, a hindrance can be

expected in the dissemination of critical information

pedagogically, retarding the growth potential of the students

in question. Learning style theories can be used effectively

as a tool to help develop the skill of both teacher and

learner, (Williamson and Watson, 2007, p.67). Teacher

recognition of learning strengths seems to aid in the ability

to forward required curricula, with student regard. Through a

curriculum based on student learning style, students become

more successful and motivation to learn is enhanced through

choice based on their strengths and talents, (Johnson, 2003).

Effectively, identification of student strengths, teaching the

student of these strengths, and methodology to address these


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strengths becomes the basis for a student based curricular

design. Personalization makes theory, concepts, and content

more relevant for the learner, (Darlin and Kalees, 2007). Such

designs add to potential student success as they are actively

involved in personal education.

Looking into a historical perspective with this issue,

Felder and Henriques, (1995), postulated the following:

Serious mismatches may occur between the learning styles

of students in a class and the teaching style of the

instructor with unfortunate potential consequences.

The students tend to be bored and inattentive in class,

do poorly on tests, get discouraged about the course,

and may conclude that they are no good at the subject

of the course and give up. (Felder and Henriques, 1995,

p.23).

Even though dated by modern opinion, Felder and Henriques posed

an inclination toward “unfortunate potential consequences” when

learning and teaching styles are not matched. Implications would

seem to indicate that not addressing student learning style may

have a profoundly negative impact on learning. “By identifying

students’ learning styles and providing each with a structured

outline for studying, based on their personal characteristics, it


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may be possible to either avoid or reverse academic failure for

many,” (Dunn & Stevenson, 1997, p.333). The integration of

learning style propensities with curricular alignment possess a

potential student based design which is felt produced a platform,

for not only knowledge assimilation, but also aided in

intervention strategies which corrected deficits as well. In

addition to assessment, multiple intelligence MI theory has

implications for curricular design and for instruction. MI based

assessments help educators identify questions, topics,

activities, and materials that are especially congruent with

students' intellectual profiles and interests, (Gray and Viens,

1994). As can be seen, having identifiable categorization of

specific arch types for learning, provokes inferences about

curricular design adjustments to address these traits. In other

words, if an instructor has knowledge of student learning style

preferences, then MI theory can be addressed academically,

through a curricular aligning design.

While researching Multiple Intelligence, learning styles

preferences, and curricular design, this author found no negative

references on the subject of learning-style/curricular-alignment

strategies. There appears to be little significant correlation

between learning style preference and performance (as measured by

course grade) in different learning environments, (Davis &


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Franklin, 2004). Even though Davis and Franklin found no

correlation, there would appear to be no negative effects with

this type of strategy noted by colleagues studying similar

methodology.

The implications of this literature review are punctuated by

the implementations by institutions of higher learning. A trend

seems developing, addressing learning style preferences, with

student enrollment. In the fall 1996, Alabama Southern Community

College created its Teaching/Learning Initiative by implementing

bold new efforts that would lead ultimately to its new focus to

“customize learning” for every student based upon learning styles

and preferences. The 1996 efforts included learning style

inventories as paramount to curricular engagement and student

success, (Johnson, 2006). When Peter Senge studied education, he

was stunned by the intractable rigidity of education structures.

Senge concluded that improvement in education must begin,

fundamentally, with the change in student engagement from

compliance to commitment, (Senge, 2006). This author’s opinion

is that compliance can be equated to traditional pedagogical

dogma, and commitment equals student involvement based on

individualized instruction driven by innovations such as learning

style preference identification and curricular alignment to

address preferences encouraging student successes.


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If education is to continue to grow and keep pace with

pedagogical demands for solution strategies, then a shift will be

necessary to target student based education. Ultimately the

benefactor is the student, who realizes the determination of

proctors in designing curriculum which is truly engaging and

interesting at the same time. Learning style inventories and the

implications present as an aid to curricular design, constantly

evolving just as education does, to address student needs.

Causative Analysis

College involvement presents many reasons for student

failure. Many students experience personal problems or issues,

(Cleland Arnold, and Chessar, 2005), and these can take the form

of financial, academic, and social. Education is costly and will

continue to rise as time goes by. Reports have been filed on the

failure of U.S. college students to complete the free application

for Federal Student Aid (Fafsa), a standard application form used

to determine students' eligibility for financial aid. Reasons

behind the failure of students to complete the Fafsa form,

according to a Department of Education survey of students who

began college in 1995 to 1996, target the number of students who

did not complete the form that would have qualified for at least

a Pell Grant, (Gidjunis, 2004), increasing the likelihood for


Action Research 22

successful completion of class. Some students find the burden of

financial implications too consuming to proceed. Other students

feel the pressure to excel and fall short due to inadequate

educational skills necessary to succeed. Academic literacy is an

issue of significance for students who lack the reading and

writing skills necessary for success in higher education,

(Engstrom, 2005).

Teaching, curriculum, and learning methods may be out of

alignment. Curricular alignment addresses performance and

achievement in terms of content, (Alexson& Kemniz, 2004). Central

to the theme of student success is relevance of the information

presented pedagogically. When student and teacher schemes are

askew, information transfer becomes retarded.

The course structure presents an inadequate time frame for

promotional expectations. The average number of course, classes

available each semester averages 30, 50-minute classes, or

approximately 25 hours of exposure for one Physical Education

credit. The allocated time frame is, in the instructor’s opinion,

is moot as 25 hours represents more then enough time for the

dissemination of the curricular requirements for yellow belt

promotion. The course itself is comprised of four separate but

equal facets of study found on the yellow belt student sheet


Action Research 23

(Appendix B): basics, which are individual movements; techniques,

which are combinations of basics designed for defense against

specific attack; kata, which are organized, dance-like movements

designed to aid in specific aspects of motion; and finally

vocabulary, which presents the whys and definitions of the

motions in question for final written testing (See Appendix C).

Each section of study represents 25% of the total grading for

promotion with an overall 80% retention rate necessary for

promotion to yellow belt.

The course materials may be too difficult. American Kenpo

Karate is based on Chinese martial arts foundations. The course

materials are non-negotiable as presented, as this subject matter

has been the promotional requirements handed down for

generations. The basic study of this material is individually

specific as each student has her/his own learning capabilities

and aversions to types of information for study. The course base-

information has to stand as is and is considered the standard for

promotional requirement.

Finally, student apathy may be a contributing factor as

students become frustrated with their personal outcomes to the

material covered in class. In their article, The Dea(r)th of

Student Responsibility, Hassel, and Lourey, forward the following


Action Research 24

in regard to student accountability to school subjects. Apathy,

absenteeism, and grade inflation emerged as contributing to the

lack of student accountability, (Hassel & Lourey, 2005). There

would seem to be an indication that student apathy could lead to

lack of accountability on the student’s part, subverting their

willingness to maintain interest.

Chapter III: Outcomes and Evaluations

Goals and Expectations

The goal of this study was to increase the percentage of

students promoted to yellow belt from 38.5% to at least 70%

advancement to yellow belt in PE 110X Kenpo Karate. Expectations

were that the combination of student learning preferences, when

emphasized with curricular alignment, aided in an increased

positive student outcome. After a successful intervention plan,

learning difficulties were reduced by a significant degree and

student promotional success rate increased. The product is an

adequate student population to warrant introduction of another,

more sophisticated class.

Expected Outcome

There were three expected outcomes in this study.

1) A minimum of 70% of students completing PE 110X Kenpo

Karate be promoted to yellow belt.


Action Research 252) There was expectation that by targeting learning style

preferences and tailoring curriculum to accommodate these

individual preferences, the student came away from the

experience with greater curricular understanding as tested

on the final exam (Appendix B).

3) Increased student promotion rate produced intermediate-

quality students for future classes as measured by repeat

enrollment.

Measurement of Outcomes

Measurement of outcome was performed by comparing the three

action groups over three consecutive semesters, with the control

group promotion rates. In the action groups, each new student is

given the Memletic’s Learning Styles Inventory (Advanology.com,

2006), to ascertain individual learning style preferences. Group

mean propensity for learning style preferences was charted and

the top three categories in mean learning styles were addressed

through the alignment of the curricular presentation. The control

class was administered the standard curriculum with no regard for

learning style preferences. Promotion rate, based on each group’s

graded outcomes, were tallied and recorded on an Excel

spreadsheet for comparison and analysis, (see Appendix E).


Action Research 26

Control group data was collected on an excel spread sheet for

comparison to future action classes.

Analysis of Results

The results of this study were analyzed using qualitative

methods. The promotion rate for the pre-LSI group, from the

spring semester 2006, was 38.46% with only five students promoted

to the next level of study. Final curricular retention was

ascertained based on a written exam (See Appendix B), which

tested the vocabulary aspect of this design, and a performance

based practical test, addressing the other 75% of the required

material for promotion. The author conducted an inferential chi-

square analysis to determine if the results achieved from the

post-LSI classes, had any significance beyond mere chance and was

also compared, not only to the control group, but the target rate

of a 70% promotion rate as well, identifying whether or not

design improvement was realized. Finally enrollment comparisons

were viewed and recorded so as to identify the returning student

population for future proposed intermediate classes. This

comparison indicated the semester to semester retained population

to be studied for future classes.

Chapter IV: Solution Strategy


Action Research 27

Statement of the Problem

The problem, as indicated in this study, was only 38.5% of


Kenpo Karate.

Discussion

A developing trend is a focus on instructional design that

accommodates for strategies to promote cognitive learning, (Bush

2006). This author sees cognitive psychologist’s study of

learning problems from the learner's perspective as the method of

greatest potential reward academically. Many teachers are

restructuring curriculum and putting the intelligences to work in

their classrooms. This can easily be done by developing a unit

that introduces a concept of multiple abilities along with

learning centers that allow students to explore the different

intelligences. The biggest impact that the Multiple Intelligences

Theory has had is to create an individualized learning

environment. No longer are students expected to think exactly

alike in order to be right. They study the kinds of thinking and

understanding that are associated with the content (i.e.,

students learn math content differently then they learn when they

read a novel). Educators need to know how the learner is

attempting to make meaning, (Dr. Jill Carr, personal


Action Research 28

communication, 2006). Strategies that are successful, promote

textured construction of meaning because they fit the learner and

the content, (Bush, 2006). In his article, teaching to student

diversity in higher education: how Multiple Intelligence Theory

can help, Ernie Barrington summates Howard Gartner’s theory of

Multiple Intelligence, (Gardner, 1993), decisively.

Gardner posits that humans have eight intelligences which

can be divided into three main groups: object related

intelligence, which includes mathematics and logic; object-

free intelligence, including music and language; and

personal intelligence, or the psychological perception of

ourselves and others, (Barrington, 2004). Multiple

Intelligence based assessments help educators identify

questions, topics, activities, and materials that are

especially congruent with students' intellectual profiles

and interests, (Gray and Viens, 1994).

Memletics (Advantage.com, 2006), Learning Style Inventory

identifies the following as types of Learning Style modalities:

Visual: Preference for using pictures, images, and

spatial understanding.


Action Research 29 Aural: Preference for using sound and music.

Verbal: Preference in using words, both in speech and

writing.

Physical: Preference in using body, hands and sense of

touch.

Logical: Preference in using logic, reasoning, and

systems.

Social: Preference to learn with groups and other people.

Solitary: Preference to work alone and use self-study,

(Memletics, Advantage.com, 2006). These learning styles are

almost directly in line with Howard Gardner’s theory. Upon

identification of individual preferences, student and group

averages are addressed in curriculum based on discovered learning

style propensities. An average of three preferences was targeted

in the daily course curriculum to enhance the student learning

experiences.

In her paper Differentiating Content Area Curriculum to

Address Individual Learning Styles, D.J. Johnson, forwarded:

All students can benefit from the experience of

differentiated learning and should be provided the

opportunity to learn in a way that addresses their

learning style preferences. Some students may simply


Action Research 30 need a different type of outlet for their understanding

of the lesson presented, while others may require a

uniquely individualized approach, (Johnson, 2003, no page

given).

This approach to differentiated education seems to have merit

when viewed from the standpoint of a strategy to help students

learn. Good educators now understand that the learning process

must be individualized to meet the learning styles of their

students, (Swanson, 2005). This author believes that when student

learning styles are identified and curricular presentation is

modified to address theses styles, student success, in class,

increased.

Selected Solutions/Calendar Plan

This author found the most potentially impacting strategy,

for curricular intervention to be a learning style inventory

paired with curricular alignment, tailoring class curriculum to

the student’s best learning propensities. By employing this

intervention strategy a supposition of a measurable increase in

promotion rates is postulated. By identifying, recording, and

analyzing student learning preferences, curriculum was modified

in presentation, forming a student based design parameter. In his

article A Meta-Analytic Examination of Kolb’s Learning Style


Action Research 31

Preferences Among Business Majors, Loo posed recommendations

concerning the importance of learning styles and varied teaching

methods and discusses the need for large-sample studies with more

detailed reporting of participant’s demographics, (Loo, 2002).

Addressing learning style propensities and aligning curriculum

appears to be adding credence to the supposition that multiple

intelligence theory can be an aid to education.

Calendar application, (See Appendix F), is based on two 50

minutes sessions each week, for a total of 16 weeks, or a class

total of 30-32 classes in the course. The class is identified in

two sections. While one group i.e. (Control Group), was exposed

to standard lecture and curriculum, the second group i.e. (Action

Group), was exposed to the “Learning Style” specific curriculum.

The assumption is forwarded for instructor discretion, in the

modifications necessary for the action group, as each subsequent

class throughout the year had differing baseline information due

to the individuality of the student population being studied.

Session group-data was compared for, educated inferences,

referencing learning style effect of action design on student

retention. Promotions were recorded and factored into data matrix

for analysis and comparison. Final inferences, as to the effect

of the action design, necessary modifications, and impact on


Action Research 32

student retention of course, curriculum, are presented with

instructor insights.

Chapter V: Results and Recommendations

Results

The problem, as indicated in this study, was only 38.5% of


Kenpo Karate. The goal was to achieve at least a 70% promotion

rate in PE 110X Kenpo Karate. There were three expected outcomes

in this study.

1) A minimum of 70% of students completing PE 110X, Kenpo

Karate, successfully promoted to yellow belt.

2) There was expectation that by targeting learning style

preferences and tailoring curriculum to accommodate these

individual preferences, the student came away from the

experience with greater curricular understanding as tested

on the final exam (Appendix B).

3) Increased student promotion rate produced intermediate-

quality students for future classes as measured by repeat

enrollment.

The results of this study were analyzed using qualitative

methods. The promotion rate for the pre-LSI group, from the


Action Research 33

spring semester 2006, was 38.46% with only five students promoted

to the next level of study. Final curricular retention was

ascertained based on a written exam (See Appendix B), which

tested the vocabulary aspect of this design, and a performance

based practical test, addressing the other 75% of the required

material for promotion. The author conducted an inferential chi-

square analysis of the three subsequent semester promotion rates

to determine if the results achieved from the post-LSI classes,

had any significance beyond mere chance and was also compared,

not only to the control group, but the target rate of a 70%

promotion rate as well, identifying whether or not design

improvement was realized. As stated previously, the author chose

a chi-square test, as it appeared to provide a good fit for

analyzing the post-LSI data. By using the formula (r –1)(c –1)

where r equals the number of rows and c equals the number of

columns (McMillan & Schumacher, 2006) for the data, the chi-

square contingency table (McMillan & Schumacher,2006), the values

of 8.772, 6.187, and 8.06 are greater than the value of the

accepted level of significance, where p = .05 and two classes are

valued at p = .01, and one class, (Spring 2007), revealed a p

=.05, (See Appendix G). This would seem to indicate that the

findings are significant and that the modifications to both the

class curriculum and teaching methods, inferred by the LSI


Action Research 34

scores, have had a positive impact on the promotion rate of

students. Finally enrollment comparisons were viewed and recorded

so as to identify the returning student population for future

proposed intermediate classes. This comparison indicated the

semester to semester retained population to be studied for future

classes.

The expected outcomes to this study were realized in three

subsequent experimental semesters and plans include continued

research of this design for longitudinal, inference generation,

with all classes this author presents. In all three, subsequent

experimental classes, the expected outcomes were met and exceeded

beyond mere chance with several “new ground” results realized in

the process.

Discussion

Overall, the results of this study are very encouraging.

Student successful navigation of the course curriculum increased

beyond the author’s expectations and the LSI will remain an

intervention strategy, for study, this educator’s future classes.

Percentile comparisons reveal the impact of this study concisely,

(See Appendix H). In retrospect, this author would change little

at this juncture, as this study is embryonic in its’ implications

and is in need of continued, even more rigorous testing to become


Action Research 35

a viable strategy to recommend to other proctors. However, the

results are profound when viewed in light of before and after

snapshots of student’s results.

If recognition is necessary for one unexpected result which

occurred as a result of this research, it would have to be the

overwhelming degree, to which, this strategy seems to benefit

pedagogical exchange. The expected outcome of 70% is beyond the

traditional accepted rate from historical perspective, which is a

60% promotion rate.

Research is clear in viewing a learning style preference

intervention strategy, at least with reference to this

application, in this setting. When learning style strengths are

identified, prioritized, and used to align curricular

presentation, this author came away with a large increase in

promotional, percentile growth, with the students in this study.

In other words, this strategy seems to work and work extremely

well when applied as described in this report.

Recommendations

The LSI presents as a viable solution to the ongoing problem

of student engagement. When teachers can realize the learning

style strengths of their students, hypothesis can be forwarded

that interventions need to and should be designed to address


Action Research 36

these identified strengths. Recommendations for implementation of

this strategy are forwarded in the following:

1) Other disciplines use this strategy as a means to identify

and align curriculum to student displayed strengths. This

will create a potential for growth beyond what is

previously expected. Need exists for a cross discipline

inference to glean credibility with this design parameter.

2) Baseline information needs to be in place before LSI

strategy commencement, to assure the potential for an

analytical comparison to be gleaned from this research

design. Without comparable data, this intervention strategy

might not provide the anticipated results as conveyed in

this study.

3) Discipline specificity is encouraged, as the curricular

alignment matrix might not prove to be viable across

disciplines, without content specific modifications. This

design is therefore, presented as a best practice

intervention in theoretical application unless custom

tailored to each class specifically.

Belief is forwarded this strategy will present as valid

across disciplines and continued research is encouraged by other

educators, to increase the credibility in the design’s results.


Action Research 37

This author is of the belief this design could impact, not only

other classes, but education, as a whole, as well. When student

strength is identified and targeted for curricular exchange, the

outcomes have proven to be significantly impacted in a positive

way. The following representation of the pedagogical circle, (See

Appendix J), was designed to help visually identify the dynamics

surrounding the LSI curricular Intervention Strategy. This circle

is representative of the dynamics which education follows and

that is one of no beginning and no end, but perpetually morphing

to the needs of our students.

Plans are underway for a professional development seminar to

disseminate this research to the faculty at North Idaho College.

When successful, professional development units can be gleaned

from similar seminars which are being planned for the near

future. This author is encouraged by the positive reception which

this design has solicited and will use any and all avenues to

disperse this strategy to any proctor, who deems a try at the

strategy, as potentially warranted.


Action Research 38

References

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Action Research 39

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Action Research 40

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Action Research 41

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Action Research 42

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Action Research 43

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Action Research 44

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Action Research 45

Appendix A

Excel Spreadsheet/Control Group

Name Results Anna Retained Christopher PromotedJessica Retained Joseph Retained Kristen Retained Barbara Retained Elizabeth Retained Scott PromotedJenny Retained Daniel Promoted Beau Retained Kelly PromotedRyan Promoted

Spring 2006 Pre-learning style inventory6 male and 7 female students

This spread sheet represents the actual data collected in the

spring 2006 semester. Intention is proposed, for comparison to

future, post-intervention classes for chi square statistical

analysis.

Appendix B


Action Research 46

Final Written Exam PE 110X, Kenpo Karate.

1) What is a stance? The base from which, all motion emanates.2) What is the definition of a block? A bucking force that redirects a weapon in motion, without the intent to do harm.3) What is a parry? A riding force which redirects a weapon in motion, without the intent to do harm. A parry, also uses frictional pull to create borrowed force.4) What is the definition of a punch? The use, of the front, of the two largest knuckles as a weapon.5) What is a strike? The use of any part of the hand or arm, excluding the front of the two largest knuckles, ( because that is a punch), as a weapon.6) What are finger techniques used for? They are insert moves used as temporary blinding devices.7) What is a kick? The use of any part of the leg, or foot, as a weapon.8) What are foot maneuvers? Stances in transition, that gain distance, to or from an opponent.9) What are the three power generating forces we use in Kenpo? Their reverses? Height -- Marriage of gravity. Width -- Direct rotation. Depth -- Back-up mass. Bracing angle, Counter rotation, Mass leading the weapon.10) What is meant by the four polar continuum? The four testable divisions in Kenpo i.e. Basics, Kata, Techniques and Vocabulary.11) What does Kenpo Karate translate into? Kenpo = Law of the fist. Karate = Empty or open hand.12) What is a neutral bow? The basic fighting stance used in Kenpo. 13) What are the three types of horse stance? Fighting, Formal, and Training.14) Which horse stance has two options? Fighting i.e., Standard and Staggered.15) What is a Kiai and what are its’ uses? A shout of spirit, or a yelling sound used to A) Startle your opponent. B) Expel the air from the diaphragm so as to decrease the likelihood of having the wind knocked out of you. C) Adds power to a strike by increasing adrenalin flow. D) Settles the body at the moment a strike occurs.16) What are the four main systems of Karate? Chinese, Japanese, Okinawan, and Korean.17) What are the four ways of delivering most weapons? Thrusting, snapping, slicing, and hammering.18) What are the three ways of delivering a block? Thrusting, Hammering, and Anchoring.19) Who is the father of American Kenpo, and what lineage do we follow in this class? Edmund K. Parker, and the Parker-Planas Lineage of American Kenpo Karate.20) What is a Kyu, (Que) ? All belts before the rank of Black.

Appendix C


Action Research 47

Yellow Belt Requirements Sheet

1. DELAYED SWORD Front - Right Hand Lapel Grab2. AGGRESSIVE TWINS Front – Two Hand Chest Push3. SWORD OF DESTRUCTION Front – Left Straight Punch4. DEFLECTING HAMMER Front – Right Front Thrust Kick5. SPREADING BRANCH Rear – Bear Hug, Arms Pinned6. PINCHER Left Flank – Right Arm Headlock7. CHECKING THE STORM Front –Overhead Club8. MACE OF AGGRESSION Front – Two Hand Lapel Grab, 9. ATTACKING MACE Front – Right Straight Punch10. INTELLECTUAL DEPARTURE Right Front Step-Through Kick

FORMS AND SETS:STAR BLOCK SHORT FORM #1

PREREQUISITE BASICS FOR YELLOW BELT

BLOCKS PUNCHES KICKSInward Straight Snapping Front Outward Vertical Snapping Side Upward Straight Thrusting BackDownward Vertical Thrusting Roundhouse

STRIKES STANCES PARRIESStraight palms Attention InwardInward Hand-sword Natural OutwardOutward Hand-sword HorseInward Horizontal Elbow Neutral BowOutward Elbow Forward BowInward Overhead Elbow Reverse BowBack Hammer-fistBack Elbow

FOOT MANEUVERS FINGER TECHNIQUESDrag Step Straight Finger ThrustStep Drag Over-head ClawStep Through Outward Finger Whip

Appendix D


Action Research 48

Learning Styles/Curriculum Alignment Matrix.

Visual Learning style- Characteristics:o Prefers Pictures.o Uses Images.o Enjoys spatial understanding. Curriculum Alignment:o Visual presentation.o Stress visual aids and drawing to aid in understanding.o Demonstration as method of delivery.

Verbal Learning style- Characteristics:o Word based learning.o Prefers to use speech and writing.o Responds well to verbal command. Curriculum Alignment:o Lecture.o Interactive engagement verbally.o In depth descriptive analysis.

Aural Learning Style- Characteristics:o Learns best through sound.o Prefers music.o Enjoys listening. Curriculum Alignment:o Incorporate sound enhancement during study time.o Provide a sound rich environment.o Encourage vocal interaction during group engagement.

Physical learning Style- Characteristics: o Learns best by doing, using the entire body, especially the

sense of touch. o Enjoys physical activities. o Thinks more clearly when active – “moving meditations. Curriculum Alignment: o Focus on physical sensations of movements involved in

learning new material.o Visualize the movements.

o Center, breath, and relax.


Action Research 49

Logical learning Style- Characteristics:o Systematic thinker.o Excellent at creating procedure for future use.o Prefers to develop strategies and stimulations. Curriculum Alignment:o Be receptive to physical movements.o Focus on personal goals of training.o Memorize and learn essential material.

Social Learning Style- Characteristics:o Excellent verbal and non-verbal communicator.o Enjoys working with others and sharing ideas.o Prefers to participate in group activities. Curriculum Alignment:o Work in pairs and/or small groups.o Role-play, have students trade roles. o Share thoughts to gain insight into others’ perspectives.

Solitary Learning Style- Characteristics:o Prefers to spend time alone.o Independent thinker.o Self-analysis and focused on current topic Curriculum Alignment:o Provide ample private time to go over material individually.o Encourage visualization of movements.o Develop strategies to achieve goal.

Appendix E

Learning Style Results Fall 2006, Spring 2007, and Fall 2007


Action Research 50

Name Visual Verbal Aural Physical Logical Social SolitaryCody 16 15 11 15 4 17 17Jeff 16 11 14 13 10 10 15Michael 9 10 8 9 14 13 10Luthien 12 12 17 7 14 12 12Auakin 11 9 10 13 12 12 10Adriel 13 9 11 11 10 15 11Noah 13 17 6 6 12 10 19Tara 11 8 11 15 13 13 11Male Student 12 7 7 9 9 14 8Lucas 14 15 13 8 11 12 15Terry 15 13 7 18 12 16 13Geoff 3 19 11 8 7 9 16Heather 7 17 15 10 13 9 14Celia 9 6 13 4 7 5 15Colleen 14 15 20 14 18 15 14Jeremy 12 12 11 16 13 17 6Totals Fall/ 2006-- 10.9 11.4 10.8 10.2 10.5 11.7 12.1Fall 2006 Semester Learning style inventory results. 10 male and 7 female students

Name Visual Verbal Aural Physical Logical Social SolitaryNeblina 6 11 8 11 8 11 18Joshua 18 13 19 17 15 20 10Heather 12 10 14 12 17 14 13Lisa 20 17 14 19 16 17 16Bonnie 10 7 18 14 9 14 14Tony 13 12 13 13 15 16 6Cole 8 8 11 3 18 9 14Ashley 15 19 18 14 12 15 12Daniel 17 17 19 13 10 14 10Matt 12 8 8 10 10 10 10William 13 8 13 13 14 12 14Forest 13 8 18 10 4 9 7Bart 12 9 3 6 15 8 13Lindsey 11 11 14 16 10 19 13Ashley 14 11 12 7 12 14 13Brian 16 14 17 14 16 18 10Peter 14 9 10 12 9 12 7Jonathan 10 11 11 10 9 20 6Rebekah 15 15 18 12 4 14 9Aleya 9 3 4 13 8 9 15Ryan 15 15 17 12 12 8 15


Action Research 51Andrew LSI not available

Spring 2007 totals 7 Female and 12 male students.V V A P L S S13 11 13.3 11.7 11.6 13.3 11.4

Name Visual Verbal Aural Physical Logical Social SolitaryTiara 16 12 10 15 11 14 15Matthew 9 8 9 6 14 11 10Jessica 13 13 17 16 14 13 16Scott 19 10 16 14 18 18 15Brandon 10 9 16 9 17 15 12Keely 11 17 20 13 9 16 8Joseph 12 12 15 12 12 16 12Vignale 12 12 17 14 12 14 12Jeremy 17 17 9 16 10 7 14Jeanette 10 15 14 13 11 16 5Rose 16 17 15 17 12 12 16Chelsea 15 13 16 17 7 18 7Caleb 12 14 9 9 12 10 12Garrett 12 6 9 12 14 14 9Harold 16 10 12 15 11 17 10Leslie 8 6 12 8 7 3 16Jenneal 7 15 19 12 13 10 11Shaun 13 9 8 14 12 17 10Jeff 12 9 12 13 15 14 14Justin 12 16 15 16 10 18 10Heather 12 17 17 18 13 16 18Shannon 6 11 6 4 7 15 10James 11 18 14 12 17 14 15Shannon 7 11 16 13 8 18 9Kisa 13 7 17 14 14 17 13

V V A P L S S

12.5 13 13.6 14.1 11.5 13.9 11.8

Fall 2007, three class compilation for brevity.

Mean learning style results can be seen, (in blue), in

these an LSI/Excel learning questionnaire spreadsheets. Once

identified, propensities were addressed with the Learning


Action Research 52

Styles/Curriculum Alignment Matrix. The top three preferences

in each semester’s classes were targeted for the curricular

alignment strategy.

Appendix F

Selected Solutions/Calendar Plan

Month One Week One


Action Research 53

Baseline data collected from entire group i.e. (LSI).

Determination is made as to group and individual preferences in

learning styles. Begin selective modification to adjust

curriculum to “fit” action student-group needs. Course curricular

direction determined and modified syllabus implemented based on a

Learning Styles/Curriculum Alignment Matrix (Appendix B), is

implemented with the action group. The control group continues to

be exposed to standard course format.

Month One Week Two

Student feedback, both control and action, solicited to

ascertain if understanding of core information is at adequate

levels. Responses recorded for future assimilation into the

research paradigm. Graded LSI returned to student population with

explanation as to how to interpret learning style results.

Month One Week Three

Continuing enhanced format implementation and pop quiz

administered and outcomes of test reviewed and recorded. Pop

quizzes comprised of student understanding for course material

thus far.

Month One Week Four

Student verbal survey targeting perceived satisfaction of

course material administered to date. Results tallies and


Action Research 54

suggestion incorporated into lesson presentation for upcoming

classes.

Month Two Week One

Standard format week with no variation attempted. Each group

observed and subjective narration written by instructor

concerning perceived student satisfaction with course.

Month Two Week Two




Month Two Week Three




Month Two Week Four




Month Three Week One

Midterm exam administered (verbal & physical). Scores

recorded and reviewed. Postulations inferred as to the potential

effect of experimental design thus far.

Month Three Week Two


Action Research 55

Midterm exam verbally critiqued. Student weaknesses are

identified for refinement to a more acceptable demonstration.

Month Three Week Three




Month Three Week Four




Month Four Week One




Month Four Week Two

Start review for finals week. Instruction becomes

individually specific referencing student necessary motion in

order to promote.

Month Four Week Three

Start review for finals week. Instruction becomes individually

specific referencing student necessary motion in order to

promote.

Month Four Week Four


Action Research 56

Finals administered. Results tallied, grades posted, and data

gathered for compilation with control group. Analysis compiled,

inferences drawn, and recommendations conferred. Results of

promotion rate analyzed for statistical inferences about

intervention strategy.

Appendix G

Chi-Square Three semester evaluations

Fall 2006 8.722 Promoted Not PromotedObserved 16 1


Action Research 57Expected 7 9

Based on 40% pre LSI Target Promotion rate from spring 2006P=.01 (Shows .01 chance of results being attributed to chance.)

Spring 20076.187 Promoted Not PromotedObserved 21 1Expected 8.4 13.6


Fall 20078.06 Promoted Not PromotedObserved 22 3Expected 10 15


Appendix H

Three Semester comparison of percentages of promotions, post-LSI

strategy.


Action Research 58

Spring 20

06, 38

.50%

Fall 20

06, 9

3.30%

Spring 20

07, 95

%

Fall 20

07, 9

6%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

1

Appendix J

Pedagogical Circle


Action Research 59

Not to be construed as specific in direction


Instructor Presentation(Curricular Alignment)

Knowledge Retention

And Experience

Student Engagement

(LSI)

AssessmentEngagement

and Accountability

Pedagogical

Circle

(Continuo

us and Ever

Adapting to

Student Need)

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