The relationship between learning style preference for computer drawing and learning outcomes in a computer aided design course at a computer training center in Taiwan

Abstract

The purpose of this study was to explore the relationship between learning styles and learning outcomes of 141 engineering drawing students at a computer training center in Taiwan. This study employed a quantitative research methodology employing both a questionnaire as well as examination scores to address the research objectives. There were five parts included in this study. First, the Learning Style Inventory categorized the learners’ learning preferences into four dimensions: perception, input, processing and understanding. Second, the learners' learning styles were compared according to gender. Third, the learners' learning styles and their learning performance were compared. Fourth, the study also compared the learners’ learning outcomes between new and current students. Fifth the relationship between the number of times learners repeated the engineering drawing course and their learning performance was computed. Overall, there were eight findings of the study: 1) the most preferred learning style of both female and male students was sensing, visual, reflective and global; 2) there was no significant difference in learning style preference between males and females; 3) there was no statistically significant relationship found in the degrees of the input, processing and understanding learning styles and grade - however, there was a correlation between the perception learning style and grade; 4) the number of male students who were willing to take the exam right after the course was greater than that of female students - however, the average grade of females was higher than that of males; 5) as for learning style preferences between new and current students, new students preferred to learn sequentially and current students were global learners; 6) the number of times students repeated the course did not affect their learning outcomes; 7) in terms of demographic factors and learning style preferences, no statistically significant differences were found; 8) no significant differences were found between demographic factors and learning outcomes.