HIGHER EDUCATION STUDENT PERSPECTIVES ON CLASSROOM INSTRUCTIONAL METHODS
With this concern in mind, the authors recently conducted a study at a 4-year Land Grant University to determine student perceptions of instructional models. A secure, online, 25-question survey (which also requested basic demographic information) was developed and implemented during the last 6 weeks of the Spring, 2011 semester. While the primary focus was on technical field students (geology and food science), an additional focus engaged and surveyed education students (prospective elementary and secondary teachers). The data was analyzed using ANOVA and Mann-Whitney) to determine (a) instructional preference within each of the four groups, (b) a comparison of preferences of each group to other fields, and (c) gender issues within and across groups. The results suggest that there is perceived value of particular instructional methods over others, both within and across groups. In addition, a gender relationship with methodology exists, particularly within certain subjects. Value, concerns, limitations, and future studies shall be briefly addressed.