ERIC Number: ED354807
Record Type: RIE
Publication Date: 1992-Nov-11
The Learning Style Preferences of Students in Graduate School.
This paper discusses research designed to determine the learning style preferences of students in a graduate class. The theoretical backdrop for the study was that learning styles impact on both the academic achievement of students and the teaching effectiveness of the instructor. Fifteen students, ranging in age from 23 to over 37, in a research methods in education course, participated in the study by completing a 10-item personal theory of learning inventory. Survey questions inquired as to the student's preference for informal teacher presentations, the provision of structure in learning, and attitudes toward note-taking, textbook reading, studying, norm-referenced grading, listening to other students' ideas, small group discussions, essay examinations, and independent investigation of topics. Results showed the class preferred an orderly presentation of materials interspersed with structure, drill, and practice. They did not like to read textbook type material or to study for tests, but they did like essay type questions and listening to the ideas of other students. Overall, the results showed that the learning style theory was useful in classroom practice at the graduate level because a knowledge of students' learning style empowered the instructor to modify teaching and adapt individual teaching style for the benefit of the individual students. Contains 21 references. (GLR)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 11-13, 1992).