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
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Publisher
Issued Date
2014
Genre
Language
eng
File Type
application/pdf
No. of Pages/File Size
7 pages
Citation
Scholar: AU Graduate School of Education Journal 6, 2 (2014), 114-120
Title
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
Author(s)
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.
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