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dc.contributor.authorYang, Fang Chao
dc.contributor.authorLynch, Richard
dc.date.accessioned2018-08-27T08:25:12Z
dc.date.available2018-08-27T08:25:12Z
dc.date.issued2014
dc.identifier.citationScholar: AU Graduate School of Education Journal 6, 2 (2014), 114-120en_US
dc.identifier.urihttp://repository.au.edu/handle/6623004553/21299
dc.description.abstractThe 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.en_US
dc.format.extent7 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherAssumption Universityen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectLearning style preferenceen_US
dc.subjectLearning outcomesen_US
dc.subject.otherScholar: -- AU Graduate School of Education Journal
dc.subject.otherScholar: -- AU Graduate School of Education Journal -- 2014
dc.titleTHE RELATIONSHIP BETWEEN LEARNING STYLE PREFERENCE FOR COMPUTER DRAWING AND LEARNING OUTCOMES IN A COMPUTER AIDED DESIGN COURSE AT A COMPUTER TRAINING CENTER IN TAIWANen_US
dc.typeTexten_US
mods.genreJournal Articleen_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/648/581)


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