ERIC Number: EJ630419
Record Type: Journal
Publication Date: 2001
Reference Count: N/A
Cognitive Learning Styles and Academic Performance in 19 First-Year University Courses: Successful Students versus Students at Risk.
Drysdale, Maureen T. B.; Ross, Jonathan L.; Schultz, Robert A.
Journal of Education for Students Placed at Risk, v6 n3 p271-89 2001
Investigated the effects of cognitive learning style on first-year academic performance in 19 university courses. Students completed the Gregorc Style Delineator. Academic performance based on learning style was significant in 11 courses. Science and math courses appear best suited to sequential thinkers. Random learners excel in fine arts courses. All learning styles excel in liberal arts and social sciences. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gregorc Style Delineator