On the Effect of Learning Style on Scholastic Achievement

Authors

  • Rahmat Ulllah Bhatti National University of Modern Language Islamabad
  • William M Bart University of Minnesota

Keywords:

academic achievement, social sciences, learning styles.

Abstract

The present study was designed to explore the influence of learning styles on scholastic achievement levels.  The participants in this study were undergraduate students studying social sciences at a Division 1 research university, The frequencies of the participants in the four learning style categories are the following: Convergent (n = 28), Divergent (n = 49), Assimilator (n = 76), and Accommodator (n = 40). The instruments used in the study were the Kolb learning style inventory and a demographic form. The major findings of the study are that the dominant learning style was Assimilator and that learning style and gender influenced academic achievement.

Author Biographies

Rahmat Ulllah Bhatti, National University of Modern Language Islamabad

Rahmatullah Bhatti is a PhD Scholar at the National University of Modern Languages in Islamabad, Pakistan. 

William M Bart, University of Minnesota

William Bart is a Professor in Educational Psychology at the University of Minnesota, USA.

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Published

2013-08-19

How to Cite

Bhatti, R. U., & Bart, W. M. (2013). On the Effect of Learning Style on Scholastic Achievement. Current Issues in Education, 16(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1121

Issue

Vol. 16 No. 2 (2013)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.