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Relationships of Learning Styles, Grades, andInstructional Preferences

机译：学习风格，成绩和教学偏好之间的关系

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摘要

This study tested purported relationships between Gregorc learning styles and self-reported instructional preferences of college students. Answers on an instructional preference survey were also compared to the grades achieved by the participating students in an introductory biology course. Many of the long-assumed correlations between learning style and instructional preferences were not found in this study. Only the trends for the concrete sequential learning style were largely in agreement with previous literature. Compared to other learning styles, concrete sequential learners reported a significantly higher preference for organized and structured lectures, the use of workbooks and lab manuals, and projects with well-defined instructions. Irrespective of learning style, some instructional methods were rated as highly favorable by most students. The highest preferences were indicated for active learning techniques, for organized lectures with visual aids, and for multiple choice test questions.High overall course grades were significantly correlated to preferences for studying and working alone and for a dislike of group projects and computer-assisted studying modules.
机译：这项研究测试了Gregorc学习风格与大学生自我报告的教学偏好之间的既定关系。教学偏好调查的答案也与参加生物学入门课程的学生的成绩进行了比较。在这项研究中未发现许多长期假设的学习风格与教学偏好之间的相关性。只有具体的顺序学习方式的趋势与以前的文献基本一致。与其他学习方式相比，具体的循序渐进学习者表示，他们对组织和结构化的讲座，使用工作簿和实验手册以及带有明确说明的项目的偏好明显更高。不论学习方式如何，大多数学生都将某些教学方法评为高度好评。主动学习技术，有视觉帮助的有组织的讲课以及多项选择题的学习表现出最高的偏爱。总的课程总分高与单独学习和工作以及不喜欢小组项目和计算机辅助学习的偏爱显着相关。模块。

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