Students’ Learning Styles and Academic Performance
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Learning style preference data were collected from 1,252 first-year chemistry students at the University of Sydney in 2004/05. Analysis of the preference score distributions strongly supports the adoption of a trait-based personality model, in line with modern five-factor model research, rather than older dichotomous type-based models. Using this interpretive framework, significant and strong correlations have been found between dimension preference scores and academic performance in end-of-semester examinations. In general, students’ average examination performance improves as introvert personality characteristics increase, and a similar trend is observed as thinking (as opposed to feeling) characteristics become dominant. These findings have substantial implications for pedagogical practice, and raise equity issues relating to assessment.
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About this Chapter
- Students’ Learning Styles and Academic Performance
- Book Title
- Chemistry Education in the ICT Age
- pp 249-262
- Print ISBN
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- Springer Netherlands
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- Springer Science+Business Media B.V.
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- Editor Affiliations
- ID1. Faculty of Science, University of Mauritius
- ID2. Faculty of Science, University of Mauritius
- ID3. Faculty of Science, University of Mauritius
- ID4. Faculty of Science, University of Mauritius
- Author Affiliations
- 1. School of Chemistry, The University of Sydney, Sydney, NSW, 2006, Australia
- 2. School of Chemistry and Physics, The University of Adelaide, Adelaide, SA, 2006, Australia
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