TY - JOUR
T1 - Do Learning Styles Enhance the Academic Performance of University Students? A Case Study
AU - Muñoz-Mederos, Jorge
AU - Acosta-Gonzaga, Elizabeth
AU - Ruiz-Ledesma, Elena Fabiola
AU - Ramírez-Arellano, Aldo
N1 - Publisher Copyright:
© 2021. All Rights Reserved.
PY - 2021
Y1 - 2021
N2 - Higher education models appear to be not entirely designed to support students in facing severe challenges, such as failure in exams and dropping out of school. To solve these challenges, several models of learning styles have been proposed, under the premise that these studies contribute to improving the student’s learning experience. This research aims at quantifying the impact of learning styles (learning preferences/dimensions) on students’ academic performance from a higher education institution. Ninety-six undergraduate students were surveyed during the 2018–2019 school year and randomly divided into two groups: control (CG) and experimental (EG). The learning preferences of the students were identified using the Unified Learning Style Model (ULSM) instrument. Subsequently, the level of students’ knowledge concerning the course was determined employing a pre-test exam. As a following step, the students of the EG consulted the learning objects designed considering different learning styles. The CG attend their lessons in a face-to-face environment; both groups answered a post-test exam to assess their learning. The learning styles’ effect -learning objects were designed to cover several learning styles- on academic performance is quantified employing an ANOVA analysis. The results differ from those postulated in previous researches based on the ULSM since there is no statistical evidence that learning styles influence students’ academic performance. Therefore, it is necessary to explore other cognitive and affective factors that make the student’s learning experience efficient and effective.
AB - Higher education models appear to be not entirely designed to support students in facing severe challenges, such as failure in exams and dropping out of school. To solve these challenges, several models of learning styles have been proposed, under the premise that these studies contribute to improving the student’s learning experience. This research aims at quantifying the impact of learning styles (learning preferences/dimensions) on students’ academic performance from a higher education institution. Ninety-six undergraduate students were surveyed during the 2018–2019 school year and randomly divided into two groups: control (CG) and experimental (EG). The learning preferences of the students were identified using the Unified Learning Style Model (ULSM) instrument. Subsequently, the level of students’ knowledge concerning the course was determined employing a pre-test exam. As a following step, the students of the EG consulted the learning objects designed considering different learning styles. The CG attend their lessons in a face-to-face environment; both groups answered a post-test exam to assess their learning. The learning styles’ effect -learning objects were designed to cover several learning styles- on academic performance is quantified employing an ANOVA analysis. The results differ from those postulated in previous researches based on the ULSM since there is no statistical evidence that learning styles influence students’ academic performance. Therefore, it is necessary to explore other cognitive and affective factors that make the student’s learning experience efficient and effective.
KW - Learning styles
KW - academic performance
KW - higher education
KW - learning objects
KW - unified learning style model (ULSM)
UR - http://www.scopus.com/inward/record.url?scp=85109157952&partnerID=8YFLogxK
U2 - 10.14569/IJACSA.2021.0120686
DO - 10.14569/IJACSA.2021.0120686
M3 - Artículo
AN - SCOPUS:85109157952
SN - 2158-107X
VL - 12
SP - 735
EP - 741
JO - International Journal of Advanced Computer Science and Applications
JF - International Journal of Advanced Computer Science and Applications
IS - 6
ER -