ASSESSING LEARNING STYLES TO IMPROVE THE QUALITY OF PERFORMANCE OF COMMUNITY COLLEGE STUDENTS IN DEVELOPMENTAL WRITING PROGRAMS: A PILOT STUDY

Abstract

Why are many community college students unable to exit remedial college preparation programs and advance into credit courses? Many educators have grappled with this question for years. While many fads and new techniques have been tried, few have been successful, except for learning styles, a research-based approach that has demonstrated statistically significant results. Learning styles refer to the way students concentrate on, process, internalize, and recall new and difficult information. Most people have learning-style preferences, but individual preferences differ significantly and the stronger the preference, the more important it is to provide compatible instructional strategies, especially among less academically successful students whose preferences may be quite different from successful students. With this in mind, two experiments were conducted at an urban community college experiencing difficulty getting remedial students to pass the ACT Writing Skills Test. In both experiments, the majority of students passed the standardized test and improved their scores significantly.

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