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ERIC Number: EJ1089558
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1470-3297
Learning Style Preferences: An Examination of Differences amongst Students with Different Disciplinary Backgrounds
Hill, Frances; Tomkinson, Bland; Hiley, Anna; Dobson, Helen
Innovations in Education and Teaching International, v53 n2 p122-134 2016
The context of this study is of students with backgrounds in a variety of engineering and social science disciplines, and from first degrees in different countries, coming together to study Project Management. Tailoring teaching to all individuals' learning styles is not possible, but, in an attempt to learn how to teach better in ways that fit students' different needs, the preferred learning styles of engineering and humanities students are measured by use of the Memletics Learning Styles Quiz. Individual scores are normalised, and individual students' preferences for one style over another are calculated. Statistical analysis shows that the engineering students express a significantly stronger preference for a "logical" learning style over "visual," "verbal," "aural," "physical" or "solitary" learning styles, and for a visual learning style over both verbal and aural learning styles, whereas students with a social science background expressed significantly stronger preferences for a social learning style than for a logical learning style. Additionally, the learning style preferences of groups of engineering students in the UK and in Malaysia are compared, showing stronger preferences among the UK students for logical and social learning styles, and among the Malaysians for a solitary learning style.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia; United Kingdom