Abstract:
This study tested purported relationships between Gregorc learning styles and self-reported instructional preferences of college students. Answers on an instructional preference survey were also compared to the grades achieved by the participating students in an introductory biology course. Many of the long-assumed correlations between learning style and instructional preferences were not found in this study. Only the trends for the concrete
sequential learning style were largely in agreement with previous literature. Compared to other learning styles, concrete sequential learners reported a significantly higher preference for organized and structured lectures, the use of workbooks and lab manuals, and projects with well-defined instructions. Irrespective of learning style, some instructional methods were rated as highly favorable by most students. The highest preferences were indicated for
active learning techniques, for organized lectures with visual aids, and for multiple choice test questions. High overall course grades were significantly correlated to preferences for studying and working alone and for a dislike of group projects and computer-assisted studying modules.
Keywords:
relationship between learning styles and grades, relationship with learning styles and instructional preferences, Gregorc learning style, self-reported instructional preference
 Lehman_JUNE 2011 NACTA Journal-9.pdf | [ ] | 129 kB |
