Training programme effectiveness and its relationship to individual characteristics : a study of a writing and study skills programme
| dc.contributor.author | Vaughan, Chris James | |
| dc.date.accessioned | 2021-10-14T22:05:38Z | |
| dc.date.available | 2021-10-14T22:05:38Z | |
| dc.date.issued | 1995 | en |
| dc.description.abstract | Using Kirkpatrick's (1976) training evaluation model as the conceptual framework, the research upon which this thesis is based investigated the effectiveness of an essay writing skills programme, and the relationship of four characteristics of its participants to an effectiveness measure of post programme performance. Both Studies One and Two were based on university student samples. The size of these samples were sixty-seven and ten respectively. Study One adopted a quasi-experimental longitudinal design with a combination of before and after measurements of participants' essay writing performance, learning, self-efficacy and motivation to learn. Study Two used the repertory grid technique in a longitudinal manner by eliciting essay writing related grids from participants both before and after the programme. The results from Study One indicated that there were increases in quantitative measures of participants' essay writing performance and learning, over the course of the programme. While there was no identified change in self-efficacy, this may have been due to methodological limitations. Initial performance, motivation to learn from the programme and levels of learning after the programme were also identified as three individual characteristics that were related to the effectiveness measure of post-programme performance. The results from Study Two indicated that there were qualitative changes in participants 1 essay writing related constructs, and hence their essay writing attitudes, over the course of the programme. These combined findings have practical importance, as they indicate that the programme was effective in terms of producing changes in participants' essay writing attitudes, learning and performance. The three individual characteristics of training programme effectiveness which were identified, also indicate the need for practitioners to consider such variables when developing and implementing training programmes. From a theoretical viewpoint, the findings also suggest that more research is needed regarding the relationship between individual characteristics and training programme effectiveness. | en |
| dc.identifier.uri | https://hdl.handle.net/10092/102712 | |
| dc.identifier.uri | http://dx.doi.org/10.26021/11846 | |
| dc.language | English | |
| dc.language.iso | en | |
| dc.publisher | University of Canterbury | en |
| dc.rights | All Rights Reserved | en |
| dc.rights.uri | https://canterbury.libguides.com/rights/theses | en |
| dc.subject | English language--Rhetoric--Study and teaching--Evaluation | en |
| dc.subject | Educational evaluation | en |
| dc.title | Training programme effectiveness and its relationship to individual characteristics : a study of a writing and study skills programme | en |
| dc.type | Theses / Dissertations | en |
| thesis.degree.discipline | Psychology | en |
| thesis.degree.grantor | University of Canterbury | en |
| thesis.degree.level | Masters | en |
| thesis.degree.name | Master of Science | en |
| uc.bibnumber | 482870 | en |
| uc.college | Faculty of Science | en |