A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors

Abstract

In this article, the author used a meta-analytic approach and Kolb's Learning Style Inventory to investigate business students' learning style preferences. In a review of 1,791 cases from 8 studies, he found small to moderate effect sizes in style preferences for the pooled data and for 2 of 3 majors (accounting, finance, and marketing) examined. The author presents recommendations concerning the importance of learning styles and varied teaching methods and discusses the need for large-sample studies with more detailed reporting of participant demographics.

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