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Author Gallagher, Jody Beth
Title The differences in adult and traditional age students' learning styles at selected universities
book jacket
Descript 221 p
Note Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1866
Adviser: Gary W. Kuhne
Thesis (D.Ed.)--The Pennsylvania State University, 1998
During the fall, 1997 semester, an investigation of the learning styles of traditional-age and adult students was undertaken at selected universities in northwestern Pennsylvania. A sample of 416 students was obtained. The sample consisted of undergraduate students enrolled at three different universities, two public and one private
Three instruments were administered to the participants in the study. Two learning style instruments were used--the Kolb Learning Style Inventory (LSI) and the Grasha-Riechmann Student Learning Style Scales (SLSS). In addition, a student profile survey was developed by the author to obtain demographic and descriptive information about the students. The learning style instruments and student profile form were administered to students enrolled in a variety of classes at each university
General descriptive statistics using the Statistical Package for the Social Sciences (SPSS) were used to analyze the data. In addition, log-linear analysis procedures were used. Chi-square analyses were conducted on the independent variables of age, gender, ethnicity, prior educational level, academic major, and occupation. The log-linear analysis did not reveal any significant relationships to learning style for the prior educational level, academic major, or occupation variables. Statistically significant differences were not found through chi-square analysis for the Kolb LSI on any variables except gender. Chi-square analyses revealed statistically significant differences based on age relative to students' responses on the Grasha-Riechmann SLSS for the avoidant, dependent, competitive, and participant scales. Log-linear analyses for both the Kolb LSI and the Grasha-Riechmann SLSS showed a high degree of relationship between the variables of age, ethnicity, and gender when examined in certain combinations for the Kolb LSI and the Grasha-Riechmann SLSS. Age alone was not found to be the single most important variable in determining a student's learning style. Although some of the findings were consistent with the tenets of adult learning theory, many were not
It is recommended that adult educators analyze each group of learners according to their individual learning styles, particularly in view of possible gender and cultural differences relative to learning style, rather than assume there are predominant characteristics of adult learners prevalent in each group based on age alone
School code: 0176
DDC
Host Item Dissertation Abstracts International 59-06A
Subject Education, Adult and Continuing
Education, Higher
Education, Curriculum and Instruction
0516
0745
0727
Alt Author The Pennsylvania State University
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