Practical Approaches to Using Learning Styles in Higher Education

By Rita Dunn; Shirley A. Griggs | Go to book overview

Appendix I

Research Concerned with College Students’ Learning Styles

Researcher University

Date

Subject Examined

Aspect Examined

Clay, J.E.

Alabama A & M University

1984

GPA

High vs. Low Achievers’

Learning Styles

FINDINGS: Highly and poorly achieving freshmen revealed different learning-style characteristics. The lower the GPA, the more students preferred music, a variety of resources and methods, soft lighting, mobility, an informal environment, and studying with peers while learning difficult and new material. The higher the GPA, the more students wanted a quiet, conventional classroom environment. These findings tend to validate previous findings that differentiated between global and analytic individuals (Bruno, Dunn, Sklar, & Beaudry, 1990).

Vazquez Arce, W.

The Union for Experimenting Colleges and Universities

1985

Various

Learning-Style Descriptions

FINDINGS: This study investigated the learning-style preferences of high-risk, non-traditional community college students in Puerto Rico. The purpose of the study was to make instructional recommendations on the basis of the identified learning-style characteristics of these particular students. They showed preferences for bright light, cool temperature, silence, formal seating arrangements, and studying in pairs, with an expert, or alone. They felt motivated but also expressed a need to be motivated by others. They viewed themselves as responsible, persistent, and in need of structure. They seemed to learn better by hearing and preferred kinesthetic experiences. Their preferred high-energy periods were early in the morning and in the evening.

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