The Preferred Learning Style of Law Enforcement Officers PDF Dissertation

THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 1 The Preferred Learning Style of Law Enforcement Officers: A Relational, Quantitative Study by...

THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 1 The Preferred Learning Style of Law Enforcement Officers: A Relational, Quantitative Study by Angel Diaz Dissertation Submitted to the Doctoral Program of the American College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Leadership March 2022 THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 2 The Preferred Learning Style of Law Enforcement Officers: A Relational, Quantitative Study by Angel Diaz Approved by: Dissertation Chair: Matt Smalley, EdD Committee Member: Anna Harvey, EdD THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 3 Copyright @ 2022 Angel Diaz THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 4 Abstract Law enforcement officers are required to be educated in several areas, making decisions based on that education. The problem is that the learning style preferences of law enforcement officers in the United States are unknown, resulting in unsuccessful and ineffective training styles. Understanding officers' preferred learning styles may help with providing instruction in a way officers favor. The purpose of this quantitative relational study was to determine if a relationship exists between the preferred learning styles of law enforcement officers based on gender and the education level of officers attending a law enforcement training facility located in Central Florida. Behaviorism learning theory and transformational leadership theory were used to guide this study. A convenience, non-probability sample of 167 participants filled out a demographic and VARK questionnaire in the research. A chi-square test of independence was used to determine if a relationship exists between an officer’s learning style preference and gender and education level. Data gathered and analyzed from the study provided there was no significant relationship between gender and the preferred learning style of law enforcement officers. No significant relationship existed between education level and the preferred learning style of law enforcement officers. Continued research on the preferred learning style of law enforcement officers may offer law enforcement leaders and trainers a greater understanding of how to effectively train law enforcement officers using methods officers find helpful in learning. Keywords: law enforcement officers, learning styles, behaviorism, transformational leadership, VARK THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 5 Dedication This dissertation is dedicated to my family. To my wife Diane, thank you for believing in me and encouraging me every step of the way. More importantly, thank you for joining me in this journey and being my teammate in school and life. I love you. To my children Chanel, Angel, Adrianna, and Dominick, and my grandchildren Maddox and Scarlett, I love you all so much. I hope I inspired each of you to achieve your goals, and never give up. To my parents, Enrique and Blanca, I am thankful for all your sacrifices and hope I made you proud with this accomplishment. I love you both very much. THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 6 Acknowledgments I am forever grateful to my dissertation committee, including my chair, Dr. Smalley, and committee member, Dr. Harvey. My dissertation journey was filled with obstacles, but with the guidance of Dr. Smalley and Dr. Harvey, I was able to overcome those obstacles and finish my journey. Many thanks to Guy Samuelson for allowing me to use the OTECH training facility to conduct my study. I would also like to acknowledge my family for their patience, understanding, and support through this difficult research process. THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 7 Table of Contents List of Tables.................................................................................................................... 11 List of Figures................................................................................................................... 12 Chapter 1: Introduction..................................................................................................... 13 Background of the Problem.............................................................................................. 15 Statement of the Problem.................................................................................................. 16 Purpose of the Study......................................................................................................... 18 Significance of the Study.................................................................................................. 20 Research Questions........................................................................................................... 20 Hypotheses........................................................................................................................ 21 Theoretical Framework..................................................................................................... 22 Definition of Terms........................................................................................................... 23 Assumptions...................................................................................................................... 25 Scope and Delimitations................................................................................................... 26 Limitations........................................................................................................................ 26 Chapter Summary............................................................................................................. 28 Chapter 2: Literature Review............................................................................................ 30 Literature Search Strategy................................................................................................. 31 Theoretical Framework..................................................................................................... 33 Learning................................................................................................................ 33 Learning Styles..................................................................................................... 33 VARK Learning Style Inventory.......................................................................... 34 THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 8 Transformational Leadership................................................................................ 35 Idealized Influence................................................................................................................ 35 Inspirational Motivation........................................................................................................ 36 Intellectual Stimulation......................................................................................................... 36 Individual Consideration....................................................................................................... 37 Research Literature Review.............................................................................................. 41 VARK Learning Style Inventory.......................................................................... 42 Visual Learning Preference................................................................................................... 43 Aural Learning Preference.................................................................................................... 43 Read/Write Learning Preference........................................................................................... 44 Kinesthetic Learning Preference........................................................................................... 44 Review of Current Literature............................................................................................ 44 Elementary School Students................................................................................. 45 High School Students............................................................................................ 46 Online High School Students................................................................................ 46 Undergraduate College Students........................................................................... 47 Graduate College Students.................................................................................... 47 Online College Students....................................................................................... 48 Gender and Learning Style Preferences................................................................ 49 Learning Styles of Law Enforcement Officers..................................................... 49 THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 9 Gap in Literature............................................................................................................... 50 Counterargument............................................................................................................... 51 Chapter Summary............................................................................................................. 52 Chapter 3: Methodology................................................................................................... 53 Research Design and Rationale........................................................................................ 55 Role of the Researcher...................................................................................................... 56 Research Procedures......................................................................................................... 57 Population and Sample Selection.......................................................................... 57 Instrumentation..................................................................................................... 60 Data Collection..................................................................................................... 62 Data Analysis.................................................................................................................... 65 Reliability and Validity..................................................................................................... 68 Ethical Procedures............................................................................................................ 70 Chapter Summary............................................................................................................. 71 Chapter 4: Research Findings and Data Analysis Results................................................ 73 Data Collection................................................................................................................. 74 Participant Demographics..................................................................................... 76 Data Analysis and Results................................................................................................ 80 Assumptions.......................................................................................................... 80 Research Questions and Hypotheses.................................................................... 81 Reliability and Validity..................................................................................................... 85 THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 10 Chapter Summary............................................................................................................. 87 Chapter 5: Discussion and Conclusion............................................................................. 88 Findings, Interpretations, Conclusions............................................................................. 89 Research Findings................................................................................................. 90 Interpretation of Findings..................................................................................... 90 Conclusions........................................................................................................... 92 Limitations........................................................................................................................ 93 Recommendations............................................................................................................. 94 Implications for Leadership.............................................................................................. 96 Conclusion........................................................................................................................ 98 References....................................................................................................................... 100 Appendix A: Sample Size............................................................................................... 136 Appendix B: Informed Consent...................................................................................... 137 Appendix C: Site Permission.......................................................................................... 141 Appendix D: VARK Copyright Permission................................................................... 142 Appendix E: Demographic Questions............................................................................ 144 Appendix F: VARK Questionnaire................................................................................. 145 Appendix G: VARK Questionnaire Scoring Chart......................................................... 149 Appendix H: Sample Size............................................................................................... 150 Appendix I: SPSS Output Gender and Learning Style Preference................................. 151 Appendix J: SPSS Output Education Level and Learning Style Preference.................. 152 THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 11 List of Tables Table 1. Gender Demographics………………………………………………………………………...77 2. Educational Attainment, Associate's Degree or Higher of Officers in Research Sample…….77 3. Levels of Educational Attainment of Study Participants……………………………………..78 4. Learning Preference All Variables……………………………………………………………79 5. Chi-Square Test of Independence, Learning Preference and Gender………………………- …Error! Bookmark not defined.3 6. Chi-Square Test of Independence, Learning Preference, and Education Level………………Error! Bookmark not defined. THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 12 List of Figures Figure 1. Key Search Terms…………………………………………………………………………32 2. VARK and Transformational Leadership Theoretical Framework……………..……….…41 THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 13 Chapter 1: Introduction Law enforcement training's primary goal is to ensure officers are adequately trained in relevant topics related to the job. Officers are exposed to several different training courses and programs during a career (Wolfe et al., 2019). Recognizing and knowing the students’ learning styles provides information to educators assisting with creating, changing, or developing more effective lesson plans, curriculums, and programs (İlçin, et al., 2018). If students’ preferred learning styles are met with instruction that coincides with the style, learning would be easier for students to accomplish (Damrongpanit & Reungtragul, 2013). The use of learning style theories to teach individuals using methods geared towards the learning style preference of the student may improve learning (Costa et al., 2020; Mets & Brainard, 2019; Navarro et al., 2020). Understanding and identifying officers’ learning styles may help instructors create lesson plans geared towards the officers’ learning preferences, resulting in better attainment of what is being taught. Curriculum for law enforcement courses is created by the FDLE which details what an instructor must cover, allowing the individual instructor to create a lesson that best benefits the students attending the class. Law enforcement officers are expected to be knowledgeable in several areas, such as laws, ordinances, use of specific equipment, reading and writing, and first aid. Officers are required to keep current with training, obtain knowledge in several areas, and understand the changes in police work. The U.S. Department of Justice recommended learning style preferences be included in police education as a way to ensure recruits and officers are trained in a manner the officer prefers (Kelleher, 2014). Having educated and well-trained personnel capable of adequately performing the duties of law enforcement officers, who retain and learn new THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 14 information while considering all society's changes and changes to policing based on societal needs (Dwyer & Laufersweiler-Dwyer, 2004). Well-trained officers are essential to ensure laws are followed and citizens are treated fairly while ensuring the community's safety. Officers are responsible for enforcing laws and county or city ordinances, investigating crimes, writing reports, protecting life and property, and keeping public order (Oliva & Compton, 2010; Roberts, 2018). Prior research on the topic of the preferred learning style of law enforcement officers revealed differing results. The read/write style (Landry, 2015) and the kinesthetic style (Lauritz et al., 2013; White, 2016) were reported as the law enforcement officers' preferred learning styles. A gap was found in previous research, as the studies limited participation to a few agencies with limited officer demographics, where recommendations for future investigations include increasing the sample size to include officers from multiple agencies where demographics may vary, including gender and education level (Lauritz et al., 2013; Stephens, 2015; White, 2016). The current study fills the gap and expands the body of work in law enforcement officers' preferred learning styles and how learning styles relate to training. The study aimed to add to the body of knowledge concerning the preferred learning styles of law enforcement officers. Using the visual, aural, reading/writing, and kinesthetic (VARK) learning assessment, the study investigates law enforcement officers’ preference for learning styles based on gender and education level. A quantitative research method helped determine if a relationship exists between the variable, preferred learning styles, and the variables of gender and education level. The study's background provides the research context, and a literature review relating to learning, learning styles, and leadership. Included in the study are the research THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 15 questions, hypotheses, theoretical framework, and definitions of key terms, assumptions, limitations, and delimitations. Background of the Problem Law enforcement is a profession where education and training are vital components of a successful officer and agency. The expanding role of police officers requires a higher level of education to include ongoing training to ensure officers are properly trained to deal with the public (Bartkowiak-Théron, 2019). Officers are required to continually train in new techniques and obtain knowledge in various areas to serve the community. Law enforcement officers are responsible for enforcing laws and county or city ordinances, investigating crimes, writing reports, protecting life and property, and keeping public order (Oliva & Compton, 2010; Roberts, 2018). Although education is paramount throughout an officer’s career, no universal guidelines detail the best methods to use when training officers. In the United States, no single governing body enforces or standardizes officers’ education or certification standards, causing certification and retraining requirements to vary from state to state (Follett, 2020). The United States has over 800,000 sworn law enforcement officers (DOJ, 2019; NLEOMF, 2020). Regardless of length of service, every officer completes the required continuing education to keep certifications active. Each state requires a different amount of continuing education hours an officer must complete to maintain law enforcement certification (Armstrong, 2020). Understanding how officers prefer to learn and matching the learning styles with the appropriate instruction may lead to a better-educated officer. Instructors have reported students' learning processes have improved when teaching to a student’s preferred learning styles (Papadatou-Pastou et al., 2018). THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 16 Research investigating the topic of using learning styles as a way for instructors to effectively teach students in a manner the student prefers (Alkooheji & Al-Hattami, 2018; Amran et al., 2017; Mpwanya & Dockrat, 2020; Ojeh et al., 2017; Parmar et al., 2020; Pooley, 2017; Prithishkumar & Michael, 2014; Villanueva, 2020). Previous studies in VARK learning styles reported the kinesthetic style as the most popular (Balasubramaniam & Indhu, 2016; Espinoza- Poves et al., 2019; Stirling & Alquraini, 2017). Research has been conducted exploring the impacts a student’s background and demographics have on learning styles (Gradl-Dietsch et al., 2016; Leasa et al., 2018; Subia et al., 2019; Wahyudin & Rido, 2020). Studies in adult learning preferences of law enforcement officers are limited and have resulted in mixed results (Aguilar- Moya et al., 2014; Landry, 2015; Lauritz et al., 2013; Oliva & Compton, 2010; Stephens, 2015; White, 2016). Previous studies investigating the preferred learning styles of law enforcement officers revealed conflicting results. Of the learning styles, the read/write style was reported to be the most preferred by 32.6% of 101 respondents (Landry, 2015), while another study reported the kinesthetic style as preferred by 34.7% of 163 participants (White, 2016). The relationship between learning styles and officer demographics is unknown. Determining if there was a relationship between law enforcement officers' learning style and demographics may support the development of efficient and effective training for certified officers and recruits in the police academy training. Statement of the Problem The problem is the learning style preferences of law enforcement officers in the United States are unknown, resulting in the possibility of ineffective training methods (Beary, 2018; Blumberg et al., 2019; Murphy, 2017), where gender and education level may affect learning THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 17 style preferences. The background of the problem is the instruction of law enforcement officers varies from instructor to instructor based on the instructor’s preference in teaching styles and not the officer’s learning preference. Educators use teaching strategies based on personal beliefs, values, and previous experiences (Dos Santos, 2018; Oleson & Hora, 2014). The extent of the problem is law enforcement officers are required to be trained, but how the officers receive the instruction might not match each individual’s preferred learning style, making the learning process harder for officers to retain and fully understand the training. The people affected by the problem are the officers receiving the training, the instructors, and the citizens affected by the officers’ lack of knowledge because of the ineffective training. Agencies need to instruct officers on critical topics and ensure those officers receive updated information through in-service training and advanced or specialized training (Russo & Duffy, 2017). Despite the previous research investigating the preferred learning styles of law enforcement officers, there is a gap in the literature as the previous research used officers from one agency and not multiple agencies where officer demographics varied (Birzer & Nolan, 2002; White, 2016; Wolfe et al., 2019). Training for officers is an essential part of law enforcement, including field training, mandatory training, specialized training, advanced training, and in-service training (Stickle, 2016). In Florida, all certified officers are required to complete 40 hours of training classes every 4 years (Florida Department of Law Enforcement, n.d.-b). Students of all ages learn at different rates and styles; officers are no different. Each student is different in the methods used in learning, gathering, forming, and thinking about information (Peyman et al., 2014). Other factors affect learning style preferences in adults. Adult learning style preferences may be affected by aging, motivation to obtain new knowledge, nervousness about successfully THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 18 completing the course and the information being taught (Falasca, 2011). Certain demographics have influenced learning style preferences (Alkooheji & Al-Hattami, 2018; Cleveland et al., 2011; Yousef, 2018). Purpose of the Study The purpose of this quantitative relational study was to determine if a relationship exists between the preferred learning styles of law enforcement officers based on gender and the education level of officers attending a law enforcement training facility located in Central Florida. Quantitative research involves turning comments or responses into numbers to explain the investigated topic (Bernard, 2018). The research is necessary to determine how better to instruct law enforcement officers in the United States. The sample size for the study required a minimum of 382 participants. If the sample size was too small, the results may not be generalized to the larger group due to issues with meaningful statistical tests (Creswell, 2014; Faber & Fonseca, 2014; McNeish & Stapleton, 2016). The use of a sample size calculator assisted in obtaining the correct number of participants (see Appendix A). Research sample size can be determined using a power analysis from a selected probability of finding a statistically significant result (Fugard & Potts, 2015). Using a confidence interval of 95%, an error of.05, and a population portion of 50%, the study called for a minimum of n = 382. The variables of gender and education level were investigated to determine if a relationship exists in the preferred learning styles of law enforcement officers. A categorical variable has two or more categories, with no intrinsic ordering to the categories (Laerd Statistics, 2017). Gender and education level were defined as categorical variables with two or more categories. Gender was defined as two categories, male and female. While the variable of THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 19 education level has six categories: (a) high school diploma/GED, (b) some college/no degree, (c) associate degree, (d) bachelor’s degree, (e) master’s degree, and (f) doctorate. Preferred learning style is also a categorical variable defined with four categories: (a) visual, (b) aural, (c) read/write, and (d) kinesthetic. The VARK questionnaire was distributed to law enforcement officers attending courses given at a law enforcement training facility in Central Florida during the study after participants signed the informed consent (see Appendix B). Permission was obtained to use the training facility as the research site (see Appendix C) and the VARK questionnaire (see Appendix D). The site is a law enforcement training facility that offers basic recruit training in law enforcement and corrections and hosts various advanced and specialized classes for certified law enforcement officers. Using the training facility allowed for a wide variety of law enforcement officers representing different jurisdictions to participate in the study. The investigation adds to the previous and existing literature on the preferred learning style(s) of law enforcement officers (McHenry, n.d.; Stephens, 2015; White, 2016) and any differences caused by gender and education level. Findings of the investigation were documented in a report and shared with the training facility to facilitate better training techniques using the officer’s preferred learning styles. The study was designed to determine the preferred learning styles of certified law enforcement officers in the state of Florida. Using a confidence interval of 95%, a margin of.05, and a population portion of 50%, the study required a minimum sample size of n = 382 officers attending various courses at a training facility located in Central Florida. THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 20 Significance of the Study The study was conducted to provide a further understanding of the preferred learning styles of law enforcement officers and if a relationship exists between learning style preferences and demographics within the law enforcement community in Florida. Law enforcement trainers may be better able to design and instruct courses using methods that align with the needs and preferences of the adult law enforcement learner utilizing the information obtained from the study. Aligning the instructional style with a student’s learning style has been shown to be effective in education (Allen et al., 2013). Determining a relationship between specific demographics and learning style preferences, law enforcement agencies can enhance officer training and improve officer knowledge (Hossain et al., 2009). Law enforcement agencies look to put the most qualified and competent officers on the street to patrol the community. Agencies can assist in the process by training according to the officers’ preferred learning styles to ensure education is taking place in a manner benefiting the officers, community, and trainers. Failure to train officers may result in poorly trained officers patrolling the community. The content of law enforcement training and how the content is delivered plays a crucial role in an officer’s education (Blumberg et al., 2019). Policing has changed over the years, including how to train officers. The study addresses the important issues related to assisting an officer’s education and knowledge base to support better service for the public in modern policing. Research Questions The purpose of this quantitative relational study was to determine if a relationship exists between the preferred learning styles of law enforcement officers and gender or the education THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 21 level of officers attending a law enforcement training facility located in Central Florida. Data for the study was gathered using a demographic survey (see Appendix E) and the VARK learning style questionnaire (see Appendix F) and analyzed using a quantitative method. The following questions were used to guide the study: Research Question 1: What is the relationship between gender (male vs. female) and learning style preference (visual, aural, read/write, kinesthetic) among officers attending classes at a law enforcement training facility located in Central Florida? Research Question 2: What is the relationship between education level (high school diploma/GED, some college/no degree, associate degree, bachelor’s degree, master’s degree, doctorate degree) and learning style preference (visual, aural, read/write, kinesthetic) among officers attending classes at a law enforcement training facility located in Central Florida? Hypotheses The null and alternative hypotheses for the study’s research questions include the following: H10: There is no significant relationship between gender (male vs. female) and learning style preference (visual, aural, read/write, kinesthetic) among law enforcement officers attending classes at a law enforcement training facility located in Central Florida. H1a: There is a significant relationship between gender (male vs. female) and learning style preference (visual, aural, read/write, kinesthetic) among law enforcement officers attending classes at a law enforcement training facility located in Central Florida. H20: There is no significant relationship between education level (high school diploma/GED, some college/no degree, associate degree, bachelor’s degree, master’s degree, THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 22 doctorate degree) and learning style preference (visual, aural, read/write, kinesthetic) among officers attending classes at a law enforcement training facility located in Central Florida. H2a: There is a significant relationship between education level (high school diploma/GED, some college/no degree, associate degree, bachelor’s degree, master’s degree, doctorate degree) and learning style preference (visual, aural, read/write, kinesthetic) among officers attending classes at a law enforcement training facility located in Central Florida. Theoretical Framework Learning takes place continuously throughout a person’s life. Every person learns at different times and in different ways. There is no one definitive way education is acquired. Learners obtain knowledge differently (Kirschner, 2017). Various learning theories have been used to explain the different learning processes. The three main learning theories are behaviorism, cognitivism, and constructivism (Agarkar, 2019). The behavioristic learning theory was used to frame the study. Leadership plays a crucial role in the educational process. Instructors are viewed as the leaders in a learning environment, providing education in a manner assisting in a student’s success. Understanding the best method to use when leading and teaching people helps organizations adapt and learn in a continually changing environment (Kezar & Holcombe, 2017). Transformational leadership has been associated with different organizations, including the educational arena. The transformational leadership style is used to motivate followers to improve performance (Bărbînță et al., 2017). Theories framing the research include transformational leadership theory and the behaviorism learning theory, using the visual, aural, read/write, and kinesthetic (VARK) learning style inventory. Law enforcement courses are typically graded as pass or fail. In education, THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 23 transformational leadership improves the educator’s performance and provides students with better education (Al-husseini & Elbeltagi, 2018; Jovanovica & Ciricb, 2016). The VARK learning style inventory addresses how learners prefer to learn or obtain knowledge. The theoretical framework supports the purpose of the study and data collection. Attempting to answer whether the behaviorist approach and transformational leadership affect the variables guided the overall research of the study. Previous research existing within the same theoretical framework is summarized in Chapter 2. Definition of Terms For comprehension, several keywords are defined in the section. Included in the definitions are the study’s variables. The terms were used in the context of the research and law enforcement community. In addition, terms with multiple meanings within the population are included. Education Level. The highest level of education an individual has completed (U.S. Census Bureau, 2020). The participant’s highest education levels are grouped into six categories, high school diploma/G.E.D., some college/no degree, associate degree, bachelor’s degree, master’s degree, doctorate degree (see Appendix E). Florida Department of Law Enforcement (FDLE). The agency regulates the training and certifies law enforcement officers in the state of Florida. FDLE assists law enforcement agencies in Florida with criminal investigations, law enforcement misconduct, and law enforcement- involved shootings (Florida Department of Law Enforcement, n.d.b). Florida Department of Law Enforcement (FDLE) Required Training. Florida requires sworn law enforcement officers to complete 40 hours of training every four years to keep THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 24 certifications active (Florida Department of Law Enforcement, n.d.-b). The training can take place at the employing agency or a criminal justice training facility. Gender. The characteristics and identities of males and females (Canadian Institutes of Health Research, 2020). The participant’s gender is being categorized as either male or female (see Appendix E). Law Enforcement Training Facility. A law enforcement training facility offers courses to certify individuals as law enforcement officers (DHS, 2020) while offering specialized courses to sworn law enforcement officers.Learning Style Inventory. An inventory designed to assist respondents to determine if a learning style preference is detected and if so, which learning style is preferred (Mpwanya & Dockrat, 2020). Several learning style inventories are available to individuals to help determine the best learning style used to obtain new knowledge. Learning Style Preference. The learner’s preferred way of learning or obtaining knowledge. Learning styles are the strengths and weaknesses associated with learners’ preferences in gaining, recalling, and processing information (Özonur et al., 2020). Sworn Law Enforcement Officer. A person who has completed the mandatory training and passed the required tests needed to become an officer; and has taken an oath to support the Constitution of the United States, the state of employment, and the laws within the employing agency’s jurisdiction (Florida Department of Law Enforcement, n.d.-b). VARK Learning Style Model. Created by Neil Fleming, the VARK learning model helps determine which learning style is best suited for the learner (Zhu et al., 2018). According to the VARK model, the four preferred learning styles include visual, auditory, read/write, and kinesthetic (Fleming & Baume, 2006). THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 25 VARK Preferred Learning Style. Describes how students prefer to learn using the visual, aural, read/write, and kinesthetic (VARK) learning style questionnaire (Benmarrakchi et al., 2017). Assumptions Assumptions are an essential part of a study’s research methods and are used to test theories (Nkwake, 2013). The study involved collecting data from VARK questionnaires (v8.01) from law enforcement officers in the state of Florida working at the study site. Participants completed the questionnaires while attending various law enforcement-related classes at the study site (training facility). Assumptions were made the participants’ gender and education level play a role in their preferred learning styles. Another assumption was the participants wanted to take part in the study and answered the questions honestly and correctly, providing reliable and accurate data. An assumption was made that the VARK questionnaire is a statistically valid instrument in determining the preferred learning styles of the participants in the study. The VARK questionnaire was determined to be a valid and reliable instrument in discovering a person’s preferred learning style (Amran et al., 2017; Fitkov-Norris & Yeghiazarian, 2015; Wong & Chin, 2018). The study relied on obtaining data from law enforcement officers attending courses at a single training facility. It was assumed the participants used in the study from the training facility would be an accurate representation of law enforcement officers in Florida. Researchers using humans for studies must ensure the participants have the right to participate in the study voluntarily and declining to take part will not cause any negative repercussions (Barrow et al., 2020). Processes and procedures were rigorously followed, adhering to the methodology, and THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 26 research design, as approved by the dissertation committee and reviewers. Theoretically, the assumption was the study would expand the body of work related to the preferred learning style of law enforcement officers. Scope and Delimitations The focus of the study was on the preferred learning style of certified law enforcement officers attending various courses at a training facility in Florida. Using only one training facility as the study site restricts the study to that site where most participants came from local agencies. The study's scope likely limited the generalizability of the results to other training facilities and law enforcement officers outside of Florida. Delimitations are factors and variables not included in the study but assist in maintaining boundaries and limits, so objectives are possible to achieve (Theofanidis & Fountouki, 2018). Study delimitations for the investigation include participant sample, research site, courses being taught, and participant demographics. Participant sample of officers was selected based on attending a course at one training facility in Central Florida, which also limits participant demographics. The study covered different learning preferences and which preference was preferred by officers in Florida. Multiple training courses in various topics were used to recruit participants for the study but were delimited to only one law enforcement training site in Florida. Limitations The study was aimed at learning style preferences of law enforcement officers using the VARK questionnaire (v8.01) and relational research design. Relational research design investigates the degree of relation between at least two variables (Creswell, 2014). Participants were selected based on the convenience of the training site location. Participants selected based THE PREFERRED LEARNING STYLE OF LAW ENFORCEMENT 27 on convenience and availability are convenience samples (Creswell, 2014; Etikan et al., 2016). The results of the study cannot necessarily be used to describe the learning style preference of the larger body of law enforcement officers. The study was limited due to the possibility of self-reporting bias of participants completing the VARK questionnaire (v8.01). The questionnaire data reflect self-reported data, which may have been subjected to the participants' internal bias. Self-reported data may not be reliable and show bias (Coenen et al., 2020; Weijters et al., 2010). Participants’ response bias may come from seeing themselves in a positive light and wanting to complete the questionnaire as fast as possible (Kormos & Gifford, 2014; Peer & Gamliel, 2011). Another focus of the study was the variable of preferred learning styles of law enforcement officers and if the variables of gender and education level influence learning style preferences. The variables of gender and education level were investigated in the study to determine if the variables influenced learning styles. Specific demographics such as gender, age, course of study, and education level have been reported as having a direct relationship with learning style preferences (Alkooheji & Al-Hattami, 2018; Cleveland et al., 2011; Yousef, 2018). The research sample of law enforcement officers had various demographics adding to the overall data collected in the study. In quantitative research, the role of the individual conducting the research remains neutral to avoid bias while trying to study the problem from a distance (Johnson & Christensen, 2019). Objectivity was not a limitation in the study because data were obtained from the participants and analyzed for hypotheses testing. Participant responses were coded by assigning a number allowing for anonymity. Adding to the overall credibility of research can be done by