The Effect of Individual Learning Styles on Student Outcomes in Technology-enabled Education*

Abstract

This quasi-experimental study examined the influence of learning styles on academic performance in two types of learning environments: hypermedia assisted and conventional. Learning style preferences were measured by the Felder-Soloman Index of Learning Styles. In a course offered in a hypermedia-assisted mode to the experimental group, a statistically significant increase in academic achievement was found, as compared with the conventionally instructed control group. The largest increases in achievement were found among students with Active, Sensing and Global learning preferences. These students also expressed the highest rates of approval for the hypermedia instruction and supplemental Web materials. However, there was no significant difference in Web usage patterns between students with different learning styles.

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