Dissertation/Thesis Abstract

Identification of Instructional Strategies Within Athletic Training Curricula and the Impact of Best-Practices on First-Attempt Board of Certification Pass Rate
by Cox, Aedryan, Ed.D., Lindenwood University, 2016, 170; 10253833
Abstract (Summary)

This purpose of this study was twofold: (1) investigate effective instructional strategies for athletic training education, and (2) investigate a correlation between research-based instructional strategies and first attempt success on the Board of Certification (BOC) examination. Research based instructional strategies exist within allied health education, however, no previous research set out to specifically identify instructional strategies which lead to first attempt success on the BOC examination. Therefore, a mixed-method investigation of research based instructional strategies was performed, and correlation data between instructional strategies and success on the BOC examination were collected. Data produced by the study revealed that instructional strategies based on feedback and metacognition, inductive instruction, and teacher-centered instruction correlate to first attempt success on the BOC examination. In addition, data produced also suggests that a prevalent misconception of the perceptions of instructional strategies exists between athletic training students and athletic training instructors. Based on the data presented, researcher recommends the use of a blended design to instruction, which allows for guided instructions, feedback interactions, and frequent meta-cognitive development opportunities for the athletic training student.

Indexing (document details)
Advisor: Wright, Paul
Commitee: Alameda, Annie, Schroeder, Cynthia
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 78/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Higher education
Keywords: Allied health education, Inductive instruction, Metacognition, Teacher-centered instruction
Publication Number: 10253833
ISBN: 9781369479133
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