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.