Identified Learning Style Characteristics and Academic Performance of Selected Freshman Students Page: 4
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were used to determine whether different learning style
preferences existed for different sex, ethnic, and college
major groups.
Findings indicated that CPAs and probationary status did
not significantly improve for students who received learning
styles assessment and interpretation as compared to those
who did not, either by total sample or subgroup analysis.
Reading gain scores were not significantly better for
time-congruent than time-incongruent students. However,
scores on some learning style elements were significantly
different for male, female, Anglo-American, Mexican-American,
and college major groups.
Differences in program instructional format anu setting,
sample, and outcome measures between this study and previous
research were discussed as possible reasons for the lack of
significant improvement in GPA, probationary status or gain
scores. Some of these factors may also have been
responsible for the low number of elements found to be
significantly different for the subgroups studied.
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Rossman, Mary H. (Mary Honts). Identified Learning Style Characteristics and Academic Performance of Selected Freshman Students, dissertation, August 1985; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc331101/m1/4/: accessed May 7, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .