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The Effects of Prior Knowledge of Students within Dyads on Learning Outcome

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Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most

Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.

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2014-05

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An investigation of the relationship between education, credentials and knowledge of personal trainers and client retention

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ABSTRACT

The purpose of this study was two-fold. In Specific Aim One, we examined the associations between education level, personal trainer credentials and characteristics, and knowledge of exercise science and personal training principles. In Specific Aim Two we examined associations between

ABSTRACT

The purpose of this study was two-fold. In Specific Aim One, we examined the associations between education level, personal trainer credentials and characteristics, and knowledge of exercise science and personal training principles. In Specific Aim Two we examined associations between education, personal trainer credentials and knowledge of personal trainers with client retention. This study utilized a cross-sectional research design. An anonymous electronic survey was used to collect the data. Eligible participants (N=226) were individuals who were providing one-on-one personal training services for at least one client. All data were assessed for normality prior to data analysis. Descriptive statistics were used to evaluate sample characteristics. Mean and standard deviations, median and interquartile range [IQR] or frequency and percentages were reported for the sample characteristics. Bivariate associations were examined with dependent t-tests and one-way ANOVAs for normally distributed data. Mann- Whitney U and Kruskal-Wallis tests were used for non-normally distributed variables. The median knowledge score for the sample was 6.0 [3.00] points, out of a possible 24, with 92.5% of the sample scoring 10 or lower. Sex (Male/Female), education level, having a degree in the field, certification status (yes
o) and number of certifications were not associated with knowledge scores (p > 0.05). Years of experience in personal training was positively associated with mean knowledge scores (H(3) = 9.280, p = 0.026). Sex of the personal trainer, having a degree in the field (yes
o), the number of personal trainer certifications, the cost of training, the type of facility, the type of employment of the personal trainer and knowledge scores were not associated with client retention (p > 0.05). Education level (F3,87 = 8.176, p < 0.001), personal training certification (yes
o) (t38 = 2.277, p = 0.029), years of experience (F3, 87 = 3.169, p = 0.028), facility size (F4,84 = 8.049, p < 0.001), and exercise science degree type (F3,48 = 6.008, p = 0.001) were all associated with client retention. This study provides insight on knowledge retention of active personal trainers on subject matter deemed foundational by four certifying organizations. The findings should influence both the preparatory learning and well as continuing education approaches of both certifying organizations and institutions of higher learning.

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Date Created
2018