Using community college students enrolled in a competency-based psychology course, the investigator studied the interrelationships among three tests of cognitive/learning styles: (1) Group Embedded Figures Test; (2) Kolb Learning Style Inventory; (3) Tenore Learning Style Assessment Inventory. The relationships among these measures as they related to student characteristics were also investigated. The student characteristics included achievement (as measured by grade in the psychology course, cumulative grade point average, grade point average within subject discipline), semester hours of credit completed, ethnic origin (American or ESL), age, and sex. Results indicate that the three assessment instruments are unrelated. The measures appear to be tapping different aspects of cognitive/learning styles. In examining the relation of the various elements of the instruments to selected student variables, the investigator found low correlations. The findings of this study suggest that in the widespread practice of categorizing and labeling types of learning style, operational definitions are not uniform.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-5703 |
| Date | 01 January 1984 |
| Creators | TENORE, ELIZABETH J |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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