Using learning styles theory in engineering education
Date
2008-09-18
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Publisher
European Journal of Engineering Education
Abstract
Studies have shown that, while learning different concepts, people sometimes take different approaches
(learning styles). Accordingly, their performance reflected differently in their academic studies. With
the effect of globalisation to the educational environments, the influence of individual learning styles
on educational performance is getting more significant. In this study, a learning style assessment tool was
used to examine the relationship between students’ learning styles and their performance in engineering
education programmes. At the beginning of the programme, 285 students’ learning styles were measured
using a learning style assessment tool. Four years after the engineering education, their performance in the
programme was compared with their individual learning styles. This study shows that most of the students
are assimilators. Divergers and convergers follow the assimilators. The number of accommodators is very
limited. The relationship between engineering students’ learning styles and their performance is found:
assimilators and convergers performed better than the divergers and accommodators. The performance
difference between assimilators and divergers is statistically significant. The results of this study show that
the learning style theory is a potential tool for guiding the design and improvement of courses and helping
students to improve their individual performance.
Description
Keywords
software