On the Effect of Learning Style on Scholastic Achievement

Autor/inn/en	Bhatti, Rahmatullah; Bart, William M.
Titel	On the Effect of Learning Style on Scholastic Achievement
Quelle	In: Current Issues in Education, 16 (2013) 2, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Correlation; Academic Achievement; Cognitive Style; Undergraduate Students; Social Sciences; Measures (Individuals); Research Universities; Gender Differences; Grade Point Average; Statistical Analysis; Minnesota; Learning Style Inventory + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Cognitive styles; Kognitiver Stil; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Messdaten; Forschungseinrichtung; Geschlechterkonflikt; Statistische Analyse
Abstract	The present study was designed to explore the influence of learning styles on scholastic achievement levels. The participants in this study were undergraduate students studying social sciences at a Division 1 research university. The frequencies of the participants in the four learning style categories are the following: Convergent ("n" = 28), Divergent ("n" = 49), Assimilator ("n" = 76), and Accommodator ("n" = 40). The instruments used in the study were the Kolb learning style inventory and a demographic form. The major findings of the study are that the dominant learning style was Assimilator and that learning style and gender influenced academic achievement. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10