The relationship between training in learning style adaptation and successful completion of entry-level community college classes.

The purpose of this study was to determine if there was a relationship between training in learning style adaptation and successful completion of community college courses. The rationale for conducting this study was based on the need for students to learn how to adapt their learning style in order to more effectively learn in any situation. It is also important that community colleges implement strategies that assist in student retention. The learning styles of entry-level community college students were measured using Kolb's Learning Style Inventory Version 3. Students enrolled in entry-level college courses at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was no statistically significant difference in the relationship between students receiving training in learning styles adaptation and successful completion of entry-level college courses, and that students who attended a learning styles training session and those who did not attend a learning styles training session had an equal chance of succeeding in entry-level community college courses. Findings also indicated that students with Accommodating and Assimilating learning styles are less likely to successfully complete an entry-level college course than are students with Diverging or Converging learning styles, yet students with Diverging and Converging learning styles might withdraw from a course rather than risk being unsuccessful. Finally, findings indicated that students who are dissatisfied with the college course and with the instructor of the college course withdraw from college courses.

Grantor dc:publisher

University of North Texas

Year dc:date

2002

Author dc:creator

• Ferrell, Dawn M.

Contributors dc:contributor

• Walker, J. Michelle
• Reban, Milan
• Allen, Jeff M.

• Learning, Psychology of.
• Cognitive styles.
• Community college students.
• academic success
• learning styles
• adaptation
• community college
• course satisfaction

Statement dc:rights

• Use restricted to UNT Community
• Copyright
• Ferrell, Dawn M.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 52043195
https://digital.library.unt.edu/ark:/67531/metadc3291/
ark: ark:/67531/metadc3291

OAI identifier oai:identifier

info:ark/67531/metadc3291