Presentation Title

P-23 Effects of Teacher Methodology and Learning Styles on the Acquisition of Knowledge in a DPT Kinesiology Course

Presenter Status

DHSc, Department of Physical Therapy

Second Presenter Status

SPT, Department of Physical Therapy

Third Presenter Status

SPT, Department of Physical Therapy

Fourth Presenter Status

SPT, Department of Physical Therapy

Fifth Presenter Status

SPT, Department of Physical Therapy

Preferred Session

Poster Session

Start Date

30-10-2015 2:00 PM

End Date

30-10-2015 3:00 PM

Presentation Abstract

Background & Purpose. Few educational aids have been developed and validated in the field of kinesiology to help physical therapy students learn and understand kinesiology and biomechanics. The purpose of this study is to examine the validity and reliability of a newly developed kinesiology tutorial as determined by a panel of kinesiology experts.

Method Description and Evaluation. For this study, a rubric was developed to evaluate the tutorial against course objectives, APTA’s Foundational Sciences Matrix, and CAPTE accreditation standards. Questions from the multiple-choice question tutorial, along with the developed rubric, were distributed to content experts, selected based on their expertise in kinesiology concepts as evidenced by teaching foundational kinesiology content to physical therapist or exercise science students. Content experts reviewed their set of questions against the rubric, returning the rubric with constructive feedback to the researchers. Cronbach’s alpha, ICC, and kappa statistic were used to analyze the data. Outcomes. Data analysis included calculating the intra-class coefficient (ICC) for reliability among reviewers (overall ICC = .756, p

Discussion and Conclusion. Validation and reliability scores for the tutorial were significant, with good content and construct validity and excellent inter-rater reliability. Further research investigating the effects of using this newly validated tool in the classroom is suggested.

Key Words. Validity, kinesiology, educational tutorial, biomechanics, computer assisted instruction.

Acknowledgments

The Andrews University Office of Research & Creative Scholarship supported this project with a Faculty Research Grant.

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Oct 30th, 2:00 PM Oct 30th, 3:00 PM

P-23 Effects of Teacher Methodology and Learning Styles on the Acquisition of Knowledge in a DPT Kinesiology Course

Background & Purpose. Few educational aids have been developed and validated in the field of kinesiology to help physical therapy students learn and understand kinesiology and biomechanics. The purpose of this study is to examine the validity and reliability of a newly developed kinesiology tutorial as determined by a panel of kinesiology experts.

Method Description and Evaluation. For this study, a rubric was developed to evaluate the tutorial against course objectives, APTA’s Foundational Sciences Matrix, and CAPTE accreditation standards. Questions from the multiple-choice question tutorial, along with the developed rubric, were distributed to content experts, selected based on their expertise in kinesiology concepts as evidenced by teaching foundational kinesiology content to physical therapist or exercise science students. Content experts reviewed their set of questions against the rubric, returning the rubric with constructive feedback to the researchers. Cronbach’s alpha, ICC, and kappa statistic were used to analyze the data. Outcomes. Data analysis included calculating the intra-class coefficient (ICC) for reliability among reviewers (overall ICC = .756, p

Discussion and Conclusion. Validation and reliability scores for the tutorial were significant, with good content and construct validity and excellent inter-rater reliability. Further research investigating the effects of using this newly validated tool in the classroom is suggested.

Key Words. Validity, kinesiology, educational tutorial, biomechanics, computer assisted instruction.