Date of Award
Fall 12-2016
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Paul Wright
Second Advisor
Dr. Cynthia Schroeder
Third Advisor
Dr. Annie Alameda
Abstract
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.
Recommended Citation
Cox, Aedryan, "Identification of Instructional Strategies Within Athletic Training Curricula and the Impact of Best-Practices on First-Attempt Board of Certification Pass Rate" (2016). Dissertations. 276.
https://digitalcommons.lindenwood.edu/dissertations/276
Rights
Copyright 2016