ERIC Number: EJ1052954
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 38
A Study of the Relationship between Learning Styles and Cognitive Abilities in Engineering Students
Hames, E.; Baker, M.
European Journal of Engineering Education, v40 n2 p167-185 2015
Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess students' cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.
Descriptors: Correlation, Cognitive Ability, Cognitive Style, Engineering Education, Learning Experience, Task Analysis, Measures (Individuals), Statistical Analysis, Cognitive Tests, Gender Differences, Scores, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A