Abstract :

1. Abstract: This study evaluates student performance in Introduction to Nutrition (NFS 362) at The University of Southern Mississippi (Southern Miss) based upon gender, learning styles, and the classification of exam questions (knowledge or application). Study participants included all students enrolled in all sections of NFS 362 Fall 2009 (386 students; 105 males, 281 females). Data was extracted from Blackboard files to create data files for analysis. Analyses were conducted using SPSS to determine the relationship between student performance, gender, learning preference, and knowledge- and application-based questions. Analyses of the data revealed a statically significant difference among gender on Exam 3, indicating males performing higher on application-based questions. This study suggests a need for future research among gender and the comparison of learning style preference within various learning environments. Student Performance based on Gender, Learning Styles, and Field of StudyMadison R. Gartman, MS and Denise M. Brown, PhD, RD, LD • Research Objective: • To determine the differences associated with student performance based on gender, learning styles, and field of study. • Findings: • No statistically significant difference between gender and learning style, gender and final grade, nor gender and major project score. • A significant difference was noted among gender and knowledge-versus application-based questions on Exam 3 (p<0.05, p=0.042); males correctly answered more application-based questions than females. • Background of NFS 362: • The Nutrition and Food Systems department at Southern Miss was selected to participate in Mississippi Institutions of Higher Learning (IHL) program of course redesign. Southern Miss redesigned NFS 362, an introductory course to the field of Nutrition and Dietetics. • The problems with the traditional course included: limited availability of large classrooms for the annual enrollment of 800-900 students, and a prevalence of student not able to recall and apply information taught throughout the course. • The redesigned course was taught in several environments including: multiple lecture sections, online sections, and through an interactive video network. • Students completed a learning style questionnaire to determine the learning style most appropriate for each individual, and had the ability to choose the learning method that best suited their individual needs. • Practice Implications: • Future research should focus on application-based questions and knowledge retention throughout the Nutrition and Food Systems program at Southern Miss. • After students complete the learning style questionnaire, document learning preference and allow students to participate in various learning environments. First half of the semester, students may attend lecture-based section; second half of the semester, students attend online section. At the end of each section and semester, examine application and knowledge retention. • Methods: • NFS 362 course redesign in a pilot study phase in Spring 2009. • Study participants included all students enrolled in sections of NFS 362 Fall 2009. • 386 students (105 males, 281 females) • Participants were asked to complete a learning style questionnaire available from Ohio State University’s Walter E. Dennis Learning Center to determine most appropriate learning style for each individual. • Participation data were extracted from Blackboard files, entered into Microsoft Office Excel 2007, and reported to SPSS Version 16.0 to create data analysis files for statistical evaluations. • Performance data included course grade, final exam grade, diet record project grade and performance on individual exam and final exam questions. • Study Limitations: • Student withdrawal rate was high during the course, making it difficult to examine student performance throughout the semester. • An increase in females in the course, resulting in a decrease of balanced gender comparison in performance and learning styles. • Inconsistency of application questions on exams; some sections having more knowledge-based questions, not evenly testing application and knowledge retention.