Enhancing Educators Awareness of Learning Preferences: A Pilot Study

Date of Submission


Degree Type


Degree Name

Doctor of Psychology (PsyD)



Department Chair

Robert A DiTomasso, PhD, ABPP

First Advisor

Virginia Salzer, PhD

Second Advisor

Katy Tresco, PhD

Third Advisor

Diane L. Smallwood, PsyD, NCSP


The purpose of this study was to develop an in-service curriculum that would enhance participants’ awareness of learning preferences. The curriculum was designed to inform participants enrolled in the teacher education program of the impact that learning preferences can have on school success. The study posits participants’ knowledge of learning preferences as an indication of whether the teacher education program adequately prepared participants to address individual learning preferences in the classroom setting. In order to assess the effect of the in-service curriculum, establishing a baseline of participants’ knowledge of the topic of learning preferences was necessary. Descriptive statistics were used to interpret the self-reported data obtained from the pretest/posttest design. Results indicated that participants were not being prepared to address learning preferences. Prior to the in-service presentation, the majority of participants overstated their knowledge of learning preferences. Participants reported having more knowledge of learning preferences than they were able to demonstrate. The majority of participants were unable to define the term learning preference. Participants were also unable to explain how to identify a learning preference. Based on the pretest and posttest data, participants’ overall knowledge of learning preferences improved after completing the in-service on learning preferences. These findings indicate that learning preference needs more extensive discussion in this teacher education program, in addition to assessing the knowledge of learning preferences of all students attending teacher education programs.

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