Title The relationship between learning styles and academic performance: consistency among multiple assessment methods in psychology and education students
External publication No
Means Sustainability
Scope Article
Nature Científica
JCR Quartile 2
SJR Quartile 2
Area International
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103371184&doi=10.3390%2fsu13063341&partnerID=40&md5=834282172565accd37beb75c6ff85189
Publication date 01/01/2021
ISI 000645784300001
Scopus Id 2-s2.0-85103371184
DOI 10.3390/su13063341
Abstract Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Keywords academic research; assessment method; conceptual framework; education; interdisciplinary approach; learning; perception; primary education; psychology; student; Spain
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