Title page for ETD etd-06062008-154424


Type of Document Dissertation
Author Garrett, Clayton W.
URN etd-06062008-154424
Title The relative effects of age and learning style mismatch on adult students' academic achievement and perception of instructors
Degree Doctor of Education
Department Adult and Continuing Education
Advisory Committee
Advisor Name Title
Wiswell, Albert K. Committee Chair
Boucouvalas, Marcie Committee Member
Cline, Marvin Gerald Committee Member
Harris, Justin Committee Member
Stubblefield, Harold W. Committee Member
Keywords
  • age and learning style
Date of Defense 1996-05-05
Availability restricted
Abstract

This study investigated the relationship between students' age, achievement, evaluation of the instructors and the match-mismatch of students' and instructors' learning styles. Seventeen (17) business instructors and 302 business students comprised the population. The students were selected as an intact group enrolled in the participating faculty members' class.

The relationship between age and learning style mismatch and evaluation and age and learning style mismatch and grade was not significant using Kolb LSI and Gregorc Style Delineator. The particular learning style of the instructor did not significantly affect grade nor evaluation using Kolb LSI and the Gregorc Style Delineator. However, submodel analysis revealed that instructors' learning style converger contributed to grade and accommodator style contributed to evaluation using Kolb LSI. Instructors' learning styles abstract sequential and concrete random contributed to grade using the Gregorc Style Delineator.

The particular learning style of the student did not affect the relationship between learning style mismatch and grade and learning style mismatch and evaluation using Kolb LSI and the Gregorc Style Delineator. Submodel analyses indicated that students with learning styles accommodator and diverger who matched their instructors contributed to grade and students with learning style diverger when matched contributed to evaluation. The findings of this study were generally contrary to research.

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