The Use of Learning Styles and Admission Criteria in Predicting Academic Performance and Retention of College Freshmen.

Garton, Bryan L.; Dyer, James E.; King, Brad O.

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Peer reviewed

ERIC Number: EJ614106

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1042-0541

EISSN: N/A

The Use of Learning Styles and Admission Criteria in Predicting Academic Performance and Retention of College Freshmen.

Garton, Bryan L.; Dyer, James E.; King, Brad O.

Journal of Agricultural Education, v41 n2 p46-53 2000

College freshmen (n=326) who preferred field-independent and field-neutral learning styles had higher grade point averages. High school grade point average and ACT scores were the best predictors of freshman academic performance. Learning style and ACT scores best predicted student retention. (SK)

Descriptors: Academic Achievement, Academic Persistence, Admission Criteria, Cognitive Style, College Freshmen, Field Dependence Independence, Higher Education, Predictor Variables

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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