A comparison between learning style preferences and sex, status, and course performance
1Department of Applied Physiology and Kinesiology, University of Florida, Gainesville, Florida, USA. jdobson@hhp.ufl.edu
Advances in Physiology Education
|November 25, 2010
Summary
Students
Area of Science:
- Educational Psychology
- Kinesiology
- Learning Sciences
Background:
- Student learning style preferences, categorized by sensory modality preferences (SMP), influence academic engagement.
- Understanding the relationship between perceived and assessed SMPs is crucial for effective pedagogy.
Purpose of the Study:
- To compare students' self-reported (perceived) sensory modality preferences (SMPs) with their formally assessed SMPs.
- To investigate associations between SMPs and student demographics (status, sex) and academic performance in Exercise Physiology courses.
Main Methods:
- Administered perceived SMP questionnaires and the standard VARK SMP assessment to 64 Exercise Physiology students (undergraduates and graduates).
- Analyzed data for discrepancies between perceived and assessed SMPs, and examined correlations with student status, sex, and course scores.
Main Results:
- Nearly two-thirds of students accurately matched their perceived and dominant assessed SMPs.
- A significant relationship was found between perceived SMP and course scores, with kinesthetic learners scoring lower.
- A near-significant association emerged between sex and both perceived and assessed SMPs.
Conclusions:
- While many students align with their assessed learning styles, kinesthetic learners may require additional support to improve course performance.
- Further research is warranted to explore the nuanced relationship between sex, SMPs, and academic outcomes in higher education.
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