| Research has not adequately documented for organizational leaders the benefits of using instructional technologies with verbal, visual, and kinesthetic activities. The purpose of the current quantitative correlational study was to examine the relationship between students' use of visual, verbal, or kinesthetic instructional technologies as classroom instructional enhancements and the acquisition of knowledge. Cross tabulation results indicated that 63% of research participants improved their pretest scores when using the instructional technology. The kinesthetic instructional technology Pearson's product-moment correlation coefficient of r = .160 at p = .05 indicated a weak relationship. Future recommendations include structuring the TUCE to have a positive incentive, to structure the time exposure to the experimental group, and to assess and match studentlearning styles to the instructional technologies. |
