Susan Berry

Publication Date

12-2005

Advisor(s) - Committee Chair

Donald Nims, Aaron Hughey, Cynthia Mason

Comments

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Original department Counselor Education

Degree Program

Department of Counseling and Student Affairs

Degree Type

Education Specialist

Abstract

A study was conducted to discover if there was a significant difference between the learning styles of those college students taking algebra who used the resources of a math center and those who chose not to visit the center. One hundred fifty-four college algebra students were given two assessments, Felder and Solomon’s Index of Learning Styles (ILS) and Berry’s Learning Style Assessment (LSA). The statistical analysis was conducted using a t-test with a significance level of p<.05, two-tailed. One set of opposing learning style characteristics, active/reflective from the ILS was found to be significantly different in the two groups. The students who had visited the math center were more reflective. The results of this study indicated that the learning style characteristics of active versus reflective learners could identify students who would be likely to seek assistance from a math center. Recommendations are made to reconfigure the math center and alter teaching strategies to better accommodate active and reflective learning styles.

The two assessments used were compared using Pearson’s r to ascertain if there was any correlation between the learning style characteristics of each. Of the 24 possible comparisons, 6 were found to be significant.

Disciplines

Education | Higher Education | Mathematics | Physical Sciences and Mathematics | Science and Mathematics Education | Student Counseling and Personnel Services

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