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| Autor/in | Matthews, Doris B. |
|---|---|
| Titel | The effects of learning style on grades of first-year college students. |
| Quelle | In: Research in higher education, (1991) 3, S.253-268Infoseite zur Zeitschrift
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0361-0365 |
| DOI | 10.1007/BF00992891 |
| Schlagwörter | High Education; College Student; Education Research; Race Difference; Grade Point Average |
| Abstract | Abstract This study compared the grade point averages of 796 first-year students in five institutions of higher education in a southern state with learning typologies set forth in theLearning Styles Inventory by Canfield. Results of the analysis of variance reflected an effect of learning style, sex, and race. Grades of students with social, conceptual, and social/applied styles differed significantly from those of students having the neutral preference. Whites tended to have better grades than blacks had. Females learned best with social and independent/applied styles; however, males learned best with social/applied and social/conceptual styles. Although there were no race differences in the proportions of students in the various learning styles, there were sex differences. Except for mathematics, the effect of major on the association of sex and learning style was moderate to none. Findings from the study suggest a need for administrative and instructional changes. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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