Learning Style as a Predictor of Student Performance and Instructor Evaluations

1984 ◽  
Vol 6 (2) ◽  
pp. 14-17 ◽  
Author(s):  
Gail Tom ◽  
Stephen Calvert
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Instructor Evaluations

scholarly journals Online Learning in Nutrition and Dietetics: Student Performance and Attitudes

2005 ◽  
Author(s):  
Dominic Upton
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Independent Learning ◽  
Online Course ◽  
Traditional Lecture ◽  
Innovative Method ◽  
Traditional Lectures ◽  
On Line ◽  
Dietetic Students ◽  
Nutrition And Dietetics

Context: Behavioural studies can form an essential component of the Nutrition and Dietetics undergraduate degree. Aims: This study aimed to firstly produce on-line teaching material in Behavioural studies suitable for undergraduate Nutrition and Dietetic students. Secondly, to explore students’ views on the online material, and record their performance when taught through this innovative method. Methods: Nutrition and Dietetics students completed an online health psychology/sociology module and their performance compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded. Findings: Results suggested that students taught through on-line medium performed no differently to those taught through “traditional lectures”. Students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Conclusion: It was apparent that material has to be developed that can both engage and motivate learners, thereby further developing independent learning, and that this may have to be tailored dependent on a number of student factors.

COGNITIVE, AFFECTIVE AND CONATIVE MODEL FOR ANALYSING HIGHER EDUCATION STUDENTSq

2017 ◽  
Vol 10 (13) ◽  
pp. 133
Author(s):  
Priyaadharshini Manickavasag ◽  
Swati S Surwade
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Student Performance ◽  
Learning Style ◽  
Management System ◽  
Research Work ◽  
Personalized Learning ◽  
Three Dimensions ◽  
Learning Abilities ◽  
Learning Platform

Many models are used in recent years to analyze behavior of the students in the higher education. Analyzing the learning style and student performance in academic studies are very essential to enhance their performance. This research work is focused on analyzing the learners behavior using three dimensions, i.e., cognitive, affective, and conative model. In this paper, we used Moodle learning management system which is a learning platform to create a personalized learning environment and to track learning abilities using activities. This model will be helpful to study the cognitive, conative, and emotions of students. 

Supporting Navigation and Learning in Educational Hypermedia

2006 ◽  
pp. 574-578
Author(s):  
Patricia M. Boechler
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Supplemental Instruction ◽  
Electronic Documents ◽  
Complex Interactions ◽  
Educational Environments ◽  
Common Task ◽  
And Gender ◽  
Effective Use ◽  
The Web

Computers have become commonplace tools in educational environments and are used to provide both basic and supplemental instruction to students on a variety of topics. Searching for information in hypermedia documents, whether on the Web or through individual educational sites, is a common task in learning activities. Previous research has identified a number of variables that impact how students use electronic documents. Individual differences such as learning style or cognitive style (Andris, 1996; Fitzgerald & Semrau, 1998), prior topic knowledge (Ford & Chen, 2000), level of interest (Lawless & Kulikowich, 1998), and gender (Beasley & Vila, 1992) all influence performance. Additionally, characteristics of the document such as the inherent structure of the material, the linking structure (Korthauer & Koubek, 1994), and the types of navigation tools that accompany the document can affect student performance and behaviour (Boechler & Dawson, 2002; McDonald & Stevenson, 1998, 1999). In short, the effective use of hypermedia documents in educational settings depends on complex interactions between individual skills (e.g., spatial and reading skills) and the features of the document itself.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

scholarly journals Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Quentin J. Reynolds ◽  
Kurt O. Gilliland ◽  
Katie Smith ◽  
Joshua A. Walker ◽  
Gary L. Beck Dallaghan
Keyword(s):  
Medical Student ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Public University ◽  
National Board ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Medical Examiners

Abstract Background Kolb’s Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb’s cycle of experiential learning, one’s preferred way of learning could impact academic achievement in the pre-clinical years of medical education. Methods The medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb’s Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test. Results Out of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators’ scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block. Conclusions Upon reviewing Kolb’s LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.

Validation of E-Learning Courses in Computer Science and Humanities

2009 ◽  
pp. 151-169
Author(s):  
Robert S. Friedman ◽  
Fadi P. Deek ◽  
Norbert Elliot
Keyword(s):  
Computer Science ◽  
Student Performance ◽  
Learning Style ◽  
Assessment Model ◽  
Asynchronous Learning ◽  
Unified Framework ◽  
Depth Of Knowledge ◽  
Post Secondary ◽  
E Learning ◽  
And Performance

In order to offer a unified framework for the empirical assessment of e-learning (EL), this chapter presents findings from three studies conducted at a comprehensive technological university. The first, an archival study, centers on student performance in undergraduate computer science and humanities courses. The second study, a survey given three times within EL classes, investigates the variables of learning style, general expectation, and interaction in student performance. The third study investigates student performance on computer-mediated information literacy. Taken together, these three studies—focusing on archival, process, and performance-based techniques—suggest that a comprehensive assessment model has the potential to yield a depth of knowledge allowing shareholders to make informed decisions on the complexities of asynchronous learning in post-secondary education.

The Effects of Class Size and Learning Style on Student Performance in a Multimedia-Based Marketing Course

2001 ◽  
Vol 23 (2) ◽  
pp. 84-90 ◽  
Author(s):  
Fahri Karakaya ◽  
Thomas L. Ainscough ◽  
John Chopoorian
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Class Size

scholarly journals Spatial Training and Calculus Ability: Investigating Impacts on Student Performance and Cognitive Style

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Lindsay J McCunn ◽  
Emily Cilli-Turner
Keyword(s):  
Cognitive Style ◽  
Student Performance ◽  
Learning Style ◽  
Gender Gap ◽  
Cognitive Learning ◽  
Spatial Skills ◽  
Stem Fields ◽  
Mathematics Ability ◽  
And Mathematics ◽  
Spatial Training

Undergraduate calculus is a foundational mathematics sequence that previews the sophistication students will need to succeed in higher-level courses. However, students often struggle with concepts in calculus because they are more abstract and visual than those in other foundational mathematics courses. Additionally, women continue to be underrepresented in the STEM fields. This study builds on previous work indicating a malleability in spatial ability by testing whether improvement occurs in students’ spatial and mathematics ability after implementing spatial training in calculus courses. The researchers also measured associations between spatial training and self-reported cognitive style. While spatial training did not significantly improve calculus and spatial skills, the researchers measured impacts on the psychological correlate of cognitive learning style. This is important as non-spatial cognitive preferences can result in students not recognizing the dynamic information encapsulated in graphical images, which is a large component of calculus. These results may have practical implications for teaching calculus at the undergraduate level and may, with further research, help to narrow the gender gap in the STEM fields.

ICAT: An Adaptive Testing Procedure for the Identification of Idiosyncratic Knowledge Patterns

2008 ◽  
Vol 216 (1) ◽  
pp. 40-48 ◽  
Author(s):  
G. Gage Kingsbury ◽  
Ronald L. Houser
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Testing Procedure ◽  
Adaptive Testing ◽  
Subject Domain ◽  
Test Results ◽  
Adaptive Tests ◽  
Content Areas ◽  
Testing Data ◽  
Student Achievements

Traditional adaptive tests provide an efficient method for estimating student achievements levels, by adjusting the characteristics of the test questions to match the performance of each student. These traditional adaptive tests are not designed to identify idiosyncratic knowledge patterns. As students move through their education, they learn content in any number of different ways related to their learning style and cognitive development. This may result in a student having different achievement levels from one content area to another within a domain of content. This study investigates whether such idiosyncratic knowledge patterns exist. It discusses the differences between idiosyncratic knowledge patterns and multidimensionality. Finally, it proposes an adaptive testing procedure that can be used to identify a student’s areas of strength and weakness more efficiently than current adaptive testing approaches. The findings of the study indicate that a fairly large number of students may have test results that are influenced by their idiosyncratic knowledge patterns. The findings suggest that these patterns persist across time for a large number of students, and that the differences in student performance between content areas within a subject domain are large enough to allow them to be useful in instruction. Given the existence of idiosyncratic patterns of knowledge, the proposed testing procedure may enable us to provide more useful information to teachers. It should also allow us to differentiate between idiosyncratic patterns or knowledge, and important mutidimensionality in the testing data.

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