Author Type

Graduate Student

Date of Award

1978

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

Enrollment of students with widely diverse academic aptitude and life experiences in large classes, forced instructors in the Business Data Processing department at Miami-Dade Community College to seek more effective ways to respond to the individual needs and learning styles of the students. Intensive review of the literature indicated that prior achievement accounted for approximately 50% of the variance in student grade point average. Another 25% was accounted for by motivation. Interest and personality tests did not contribute significantly to predictions of academic performance. Cognitive style remained largely unexplored at the college level. The present study was designed to evaluate the effect of matching student perceived cognitive styles, as measured by the Learning Styles Inventory (LSI) with differentiated teaching strategies. The study evaluates and analyzes the interaction effect of sex, age, grade point average, four LSI Content scales, four LSI Mode scales and sixteen Learning Packages selected to supplement the text and classroom presentation. It is concluded that while GPA is the best single predictor, it can be improved by combining it with measures of student learning preferences. Thus the present study demonstrates that academic performance can be enhanced when students are taught subject matter in a mode that is in accord with the students' learning style preference as measured by the Learning Style Inventory.

Extent

205 p.

Comments

Thesis (Educat.D.)--Florida Atlantic University, 1978.|Thesis (Educat.D.)--Florida Atlantic University, 1978.

Identifier

FADT11720

Format

pdf

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