Problem-Based Learning: an Attitudinal Study of Police Academy Students

195 Pages·2015·4.28 MB·English

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Dissertations Graduate College
12-2006
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Gregory P. Vander Kooi
Western Michigan University
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Vander Kooi, Gregory P., "Problem-Based Learning: an Attitudinal Study of Police Academy Students"
(2006). Dissertations. 959.
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PROBLEM-BASED LEARNING: AN ATTITUDINAL STUDY
OF POLICE ACADEMY STUDENTS
by
Gregory P. Vander Kooi
A Dissertation
Submitted to the
Faculty of The Graduate College
in partial fulfillment of the
requirements for the
Degree of Doctor of Philosophy
Department of Educational Leadership, Research and Technology
Dr. LouAnn Bierlein-Palmer, Advisor
Western Michigan University
Kalamazoo, Michigan
December 2006
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
UMI Number: 3243173
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Copyright by
Gregory P. Vander Kooi
2006
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ACKNOWLEDGMENTS
I would like to extend my appreciation to my committee; Dr. Louann Bierlein
Palmer, Dr. William Pearch and my mentor Dr. Terry Nerbonne. I thank them for their
guidance and patience. Their efforts went beyond their required obligation, which
included reviewing this paper during their family time. All of my committee members
demonstrated expertise, personable concern and strength of character. I would especially
like to thank Dr. Bierlein Palmer, the chair of my committee. With all of her projects,
students, and personal life she still found time to help me complete this paper, I am truly
amazed at how she keeps everything straight. My appreciations would be incomplete
without mentioning the statistical talents of Kristen Salomonson, her ability to clear up
the fog of statistics is quite a gift.
In my professional life, it is important to sum up and evaluate individuals, and I have
acquired a degree of proficiency in this regard. These people truly approach life from an
altruistic perspective. I thank them, their wisdom, compassion and charity. Their
willingness to aid their students will undoubtedly be their legacy. Keep smiling.
Dedication
This paper is dedicated to the five women who have supported my efforts,
understood my quest, and smiled when I needed it the most. To Katy, my terrific
teenager, I thank you for the hugs and understanding that “daddy” had to take the time
away to write this dissertation. To Kristen, my fun loving college student, I thank you for
glowing, calling me daddy and the hugs when you see me in public. Andrea, my eldest, I
thank for teaching me what is and what is not important in life, your heart, concern for
ii
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others and compassion for all of God’s creatures. To my soul mate Teresa, I thank you
for honoring me with your presence, wisdom, and love, you truly complete and inspire
me. Finally, my mother Carol Ann Lallo, I thank you for all of your help proofing this
paper. But, more importantly, I thank you for your strength, values, dedication to a strong
work ethic and overall support. I love you all deeply. (You will be missed Aunt Pam)
Gregory P. Vander Kooi
iii
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TABLE OF CONTENTS
ACKNOWLEDGMENTS......................................................................................... ii
Dedication...........................................................................................................ii
LIST OF TABLES..................................................................................................... viii
LIST OF FIGURES................................................................................................... xi
CHAPTER
I.........................INTRODUCTION...................................................................... 1
Background............................................................................................... 1
Statement of the Problem......................................................................... 4
Research Questions....................................... 8
Summary..................................................................................................... 9
II. LITERATURE REVIEW................................................................ 11
Policing Strategies................................................................................... 11
Historical Foundations....................................................................... 11
Community Policing Defined & Key Attributes............................. 15
Concerns with Community Policing................................................. 18
Police Training.......................................................................................... 20
Michigan Police Officer Training Standards ........................ 24
Police Training Pedagogical Styles.................................................. 26
Learning Theory..........................................................................................31
Behaviorist & Neo-Behaviorism............. 31
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Table of Contents-Continued
CHAPTER
Cognitivism...........................................................................................33
Constructivism......................................................................................37
Humanism.............................................................................................38
Learning Styles.....................................................................................39
Adult Learning................................. 42
Problem-Based Learning...........................................................................45
Historical Development: Problem-Based Learning...........................46
Problem-Based Learning Defined........................................ 47
Research on Problem-Based Learning & Students’ Perceptions 52
Other Considerations: Performance and Costs..................................56
Summary................................................................................................... 59
III. METHODOLOGY......................................................................................... 61
Research Design....................................................................................... 61
Participants............................................................................................62
Instrumentation......................................................................... 63
Data Collection.................................................................................. 65
Data Analysis..................................................................................... 66
Research Questions and Specific Data Analysis...............................67
Summary.................................................................................................. 70
IV. RESULTS....................................................................................................... 72
Demographical Information.......................................................................72
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Table of Contents-Continued
CHAPTER
Comparison of Pedagogical Methodologies.............................................81
Comparison of Preferred Learning Styles.................................................90
Preferred Learning Styles and Problem Solving................................92
Preferred Learning Styles and Critical Thinking.............................103
Preferred Learning Styles and Student Satisfaction/Perceived
Preparation to Function as a Police Officer......................................113
Open-Ended Questions.............................................................................124
V. DISCUSSION.............................................................................................. 126
Significant F indings........................................ 127
Problem Solving, Critical Thinking Satisfaction and
Academy Profile Differences......................................................... 127
Learning Style Differences................................................................130
Open-Ended Questions Results..........................................................132
Implications on Current Police Training and
Policing Strategies..................................................................................136
Delimitations, Limitations, and Assumptions.........................................138
Recommendations for Further Research.................................................140
Personal Reflection and Recommendations to Practitioners.................143
REFERENCES............................................................................................................147
APPENDICES
A. Training Site Survey.......................................................................................159
B. Participant Consent Form...............................................................................175
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