Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses

Abstract

This study investigated the effects of cognitive learning style on academic performance in two university-level computer applications courses offered by the Faculty of Education and the Department of Computer Science at a large urban university. The Gregorc Style Delineator (Gregorc, 1982a) was used to collect learning-style information from a sample of 974 students over a four-year period from 1993 to 1997. The effect of learning style on academic performance was found to be significant in both courses. Results indicated that sequential learners performed significantly better than did random learners in both courses under investigation. Based on the results, a number of recommendations are made for how instructors can accommodate the needs of all learning styles when facilitating computer application courses.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 74 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.