Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long’s Reactive Behavior Patterns Theory and Robert J. Sternberg’s Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates’ responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg’s theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg’s theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternbergbased components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are the components of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry.

The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on iv mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups

The Canfield Instructional Styles Inventory and the Canfield Learning Styles Inventory were used to identify the teaching styles of business instructors and the learning styles of their students. The study purposes included determining if a match existed between students' learning styles and instructors' teaching styles and determining if relationships existed between style match and student success as indicated by course grades and final exam scores and between style match and student evaluations of instructors. The participants were 5 business instructors and 99 students from two community colleges in Southwest Virginia. The ages of the student participants ranged from 18 to 62 with the average age being 35. The instructors favored the Organization, People, Direct Experience, and A-Influence scales of the Canfield Instructional Styles Inventory, implying that they present material to their students in a clear, logical, and organized manner. Opportunities are created for students to interact in activities that relate to real-world experiences. Their least preferred instructor scales were Competition, Numeric, Reading, and D-Influence. On the Canfield Learning Styles Inventory, the student participants favored the Organization, People, Direct Experience and B-Expectation scales, implying that they like clearly organized and meaningful course work that requires hands-on or performance situations. Additionally, they like interaction with the instructor and classmates involving activities closely related to real-world experiences. Their least preferred scales were Independence, Numeric, Reading, and D-Expectation. In this study, 36% of the students' preferred learning styles matched the instructors' preferred teaching styles. The outcomes of the analysis of variance revealed that there was no significant relationship between learning style/teaching style match and student success as indicated by course grades and final exam scores. Furthermore, there was no significant relationship between learning style/teaching style match and higher evaluations of instructors. However, there was a significant relationship between course grades, final exam scores, instructor evaluations, and GPA as would be expected. Students who were categorized as high achievers according to GPA scored higher on course grades and final exam scores and evaluated instructors higher than those categorized as low achievers. / Ph. D.

The purpose of this study was to determine if there was a relationship between training in learning style adaptation and successful completion of community college courses. The rationale for conducting this study was based on the need for students to learn how to adapt their learning style in order to more effectively learn in any situation. It is also important that community colleges implement strategies that assist in student retention. The learning styles of entry-level community college students were measured using Kolb's Learning Style Inventory Version 3. Students enrolled in entry-level college courses at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was no statistically significant difference in the relationship between students receiving training in learning styles adaptation and successful completion of entry-level college courses, and that students who attended a learning styles training session and those who did not attend a learning styles training session had an equal chance of succeeding in entry-level community college courses. Findings also indicated that students with Accommodating and Assimilating learning styles are less likely to successfully complete an entry-level college course than are students with Diverging or Converging learning styles, yet students with Diverging and Converging learning styles might withdraw from a course rather than risk being unsuccessful. Finally, findings indicated that students who are dissatisfied with the college course and with the instructor of the college course withdraw from college courses.

In recent years, engineering education has witnessed a sharp increase in research aimed at the outcomes of academic success and persistence within engineering programs. However, research surrounding the key forces shaping student persistence remains unknown. This study explores enhancements and broader perspectives of learning; the relationship among dimensions of resilience theory and learning styles in engineering students to identify elements of both that contribute towards academic persistence and to determine which components of both contribute towards strengthening students’ academic persistence in engineering. The study was conducted using two quantitative self-reporting instruments to measure resilience and learning style preference, the Personal Resilience Questionnaire (PQR) and the Index of Learning Styles (ILS). Retention was measured as the continuous enrollment of a student into the second semester of the first-year engineering program. Results indicate that the following have a statistically significant effect on student persistence in engineering programs at Texas A&M University: learning style construct sequential; resilience constructs positive (self) and focus; with both tools combined, positive (self), organized, positive (world), flexibility (self) and focus; and a newly combined construct, Walton’s self-efficacy.

The thesis deals with the issues of learning styles of secondary and university students. In the theoretical part, the problems of thinking, individual-specific ways of learning, individual-specific learning methods and learning styles are outlined. The diploma thesis focuses on learning styles, which are defined and divided from different points of view. Thesis also includes the diagnostics of learning styles, the influence of learning styles and, among other things, the motivation that is important in learning. The theoretical part is consists of research of professional literature, scientific articles and current researches from the area. The practical part consists of questionnaire survey, which took place at several secondary schools and universities. The LSI questionnaire and the VARK questionnaire were used to find out the student's learning styles from the research sample, the results obtained from the two questionnaires were compared between each other, from which conclusions were drawn. The survey results are evaluated by descriptive statistics and captured in charts and tables.

The overarching objective of this research is to recognize the learning styles of engineering and technology students and to propose pedagogical methods for the comprehension of technological concepts in electricity. The topic of electrical resistor-capacitor (RC) circuits has been chosen because it is fundamental to engineering and technology courses. There is substantial evidence to suggest that students find such a concept difficult to grasp. The focus of the research lies in explicating undergraduate students cognitive structures about RC circuits, and proposing a method related to students learning styles of how these cognitive structures may be enhanced. The main thesis argument claims that the transfer of knowledge from familiar RC circuit configurations to unfamiliar RC circuit configurations does not occur easily even if the problem-space is kept identical. The methodology used in this research is a mixed-method approach employing qualitative and quantitative data-gathering and analysis processes. This research concludes that the reasons for lack of transfer of knowledge stem from conceptual and perceptual constraints. Constraints involve: (a) which analogical models are employed in relation to the RC circuit, (b) how the circuit schematic diagram is drawn, and (c) relations between analogy, circuit schematic diagram, voltage-time graphs and verbal jargon used to describe circuit behaviour. The research presents a variety of novel, custom-designed learning aids which are employed within the research methodology to rectify the lack of transfer of knowledge for the RC circuits considered in the study. The design of these learning aids is based on the concept of embodied cognition and mainly makes use of visual and kinaesthetic means to appeal to students who may have different learning styles. The use of such learning aids is proposed as a complementary teaching strategy. The approach taken in this research and its outcomes are significant because they continue to inform the research and educational communities about how human development may be fostered through engineering and technology education (Barak and Hacker, 2011).

The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.

Diploma thesis contains information about learning styles of pupils and identifies effect respecting the learning styles of my lessons. Thesis distinguishes changes in the learning process and their results. Diploma thesis deals with learning styles in context Computer Science Education. The thesis contains theoretical and practical parts. The theoretical part focuses on the didactic specifics and formulates the theoretical concept of learning styles in teaching information and communication technologies. The thesis respects preferred learning styles in a particular class and worked on the assumption that respect for learning styles in teaching information and communication technologies can be beneficial for teaching practice. The main objective is to find out change in the quality and results of the educational action. The conclusion summarizes and evaluates the results of research methods and formulates recommendations for teaching practice.

The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students attending CAPTE accredited institutions with doctoral DPT or associate PTA programs in Tennessee and southwest Virginia. The Felder (1996) and Soloman Index of Learning Styles (ILS) was used to determine learning style preferences within 4 learning style dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential-global). Demographics included program of study, gender, age, ethnicity, and highest level of education. Participants were 18-63 years (mean age 25.87, standard deviation 5.62, median age 24); 205 (60.8%) DPT students, 132 (39.2%) PTA students; 205 (60.8%) female, 132 (39.2%) male. Five research questions with 20 null hypotheses were evaluated using Cross-tabulated tables with frequency counts, percentages, and chi square tests. Statistical significance was established using an .05 alpha. Only 1 null hypothesis was rejected (Ho51: There is no difference in the active-reflective learning style among PTA students by age). There was no significant difference between the learning styles of DPT and PTA students. Participants were found to be balanced on the active-reflective dimension, sensing on the sensing-intuitive dimension, visual on the visual-verbal dimension, and balanced on the sequential-global dimension; preferences were toward the active, sensing, visual, and sequential learning styles. This study demonstrated that DPT and PTA students have a balanced learning style with a strong preference toward active, sensing, visual, and sequential. Therefore, teaching methods should provide an instructional environment that addresses these learning style preferences. The student’s awareness of his or her learning style will enable the learner to capitalize on strengths and develop areas of weakness. This ability to employ effective learning strategies will equip an individual for the challenges of his or her chosen profession and lifelong learning.