Effects of experiential learning on knowledge acquisition, skill mastery and student attitudes
Abstract
This investigation was designed to examine the effects of the Kolb Model of Experiential Learning on knowledge acquisition, skill mastery, and attitudes toward learning. The subjects were 202 undergraduate students enrolled in a human relation course at a large midwestern university. For the purpose of this study they were divided into an Experimental group (n = 103) and a Control group (n = 99). At the end of a six-week treatment period in which the Experimental group was taught with the Kolb Model and the Control group with traditional teaching methods, subjects participated in a video simulated role-play to demonstrate their mastery of human relations skills. Knowledge acquisition, attitudes toward learning experiences, demographic information, and preferred learning styles were determined by responses on a skill evaluation inventory, knowledge examination, self report assessment, demographic data sheet, and the Learning Style Inventory (Kolb, 1986), respectively. In addition to analyzing the main effects (knowledge, attitudes, and skills) of treatment, three modifying variables were studied. These were learning style, area of study, and amount of work experience. The study also investigated whether the treatment affected the preferred learning styles of the subjects. The findings indicated that the Kolb Model of Experiential Learning had a significant effect on knowledge acquisition, skill mastery, and attitudes toward learning experiences. All of the relationships were significant at p $>$.0001. Of the 9 possible effects of the modifying variables only one was significant. It was area of study on skill mastery. Exposure to the Kolb Model of Experiential Learning did not have a significant effect on preferred learning style. These findings suggest that experiential learning, and possibly other alternative approaches to teaching, can have a positive effect on the achievement of undergraduate college students. However, they were unable to establish direct causality.
Degree
Ph.D.
Advisors
Gay, Purdue University.
Subject Area
Higher education|Educational psychology|Curricula|Teaching
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