How do learning styles relate to performance in a computer applications course?

Gayle V. Davidson, Wilhelmina Savenye, Kay B. Orr

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

This study investigated the relationships among learning styles and performance measures for computer concepts and application skills. Subjects were 68 college undergraduates who were enrolled in a computer applications course. The Instrument used in this study was the Gregorc Style Delineator (1984). A correlational study was conducted: (a) to investigate the relationship among learning styles and the course performance measures and (b) to identify the implications of students’ learning styles for design of computer applications instruction. Significant correlations were found among two learning styles and two performance measures. Subsequent analyses revealed that those students with high abstract sequential scores achieved significantly higher in total course points while those students with high abstract random scores earned significantly lower total course points.

Original languageEnglish (US)
Pages (from-to)348-358
Number of pages11
JournalJournal of Research on Computing in Education
Volume24
Issue number3
DOIs
StatePublished - 1992

Keywords

  • Computer applications
  • Computer performance skills
  • Learning styles
  • Preservice teachers

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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