Title

Academic Achievement as a Function of Instructor Teaching Orientation Among Nontraditional University Students

Date of Award

1988

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

W. Lee Pierce

Advisor Department

Educational Studies and Research

Abstract

This study examined the relationship of teaching style and classroom orientation to academic achievement among non-traditional university students. The research sample was composed of 43 volunteer instructors and 75 adult undergraduate students attending classes of the participating instructors. The instructor's teaching style was assessed by the Principles of Adult Learning Scale (PALS). The Learning Orientation-Grade Orientation Scale (LOGO II) was used to measure the relative strength of two different student orientations to the classroom. The student's academic achievement was indicated by end-of-course grade. Multiple linear regression analysis was used to carry out analysis of covariance in order to test the hypotheses in this study at a.05 level of significance. Findings indicated that a significant difference existed between the academic achievement of students taught by instructors with a learner-centered teaching orientation and the academic achievement of students taught by instructors with a teacher-centered teaching orientation after adjusting for possible differences in ACT composite score and LOGO II score. Results also indicated that after controlling for ACT composite score there was no significant difference between the academic achievement of learning-oriented (LO) and grade-oriented (GO) students, irrespective of the instructor's teaching orientation. Additional findings appeared to support the congruence of teaching orientation to teaching area. The results of this study support the efficacy of the andragogical model as the most effective approach to fostering adult learning and suggest a need for further research to identify those variables that "explain" the variance of academic achievement among non-traditional university students.