Learning style differences among undergraduate students: Implications for teaching and research
Date of Award
Doctor of Education (Ed.D.)
First Committee Member
Gilbert Cuevas, Committee Chair
The purposes of this study were (1) to examine differences in learning style among traditional (full-time, 17--24 years of age) and non-traditional (part-time, 25 years of age and older) male and female undergraduate students and (2) to explore whether students' levels of course satisfaction are related to congruence or non-congruence between their learning style and perceived classroom teaching methodology.Full-time and part-time students (n = 355) responded to Kolb's revised (1993) Learning Style Inventory (LSI) and a researcher-designed Participant Information form.The results revealed significant differences in learning style preference based on gender, with males preferring abstract conceptualization as a learning style to a higher degree than females, and with females preferring active experimentation as a learning style to a higher degree than males. However, no significant differences in learning style were found between students based upon age and/or enrollment status (student type).Research findings showed a significant positive correlation between a student's level of course satisfaction and whether or not his/her student's preferred learning style was perceived to be accommodated in the classroom teaching methodology.
Sevilla, Louise Driscoll, "Learning style differences among undergraduate students: Implications for teaching and research" (2003). Dissertations from ProQuest. 2012.