EXPLORING THE LINK BETWEEN STUDENT LEARNING STYLES GRADES IN AN INTRODUCTORY THERMAL-FLUIDS COURSE: A Three-Year Study of Associations

摘要

The research reported in this study describes associations related to teaching and learning in the undergraduate engineering education environment where, traditionally, certain types of learners and instructors have dominated the teaching-learning landscape, leaving learners with non-dominant learning styles at a disadvantage. This exploratory study conducted over several years examined the complex relationship of student learning style, as measured through the Kolb Learning Style Instrument, and student academic achievement, as measured through course grades. Thermal and Fluids Engineering I, a traditional, analysis-based, multidisciplinary course, was selected as a vehicle for the study. Six different instructors and over 400 students participated over the course of three years. The results demonstrate the extent to which diverse learning styles can impact learning and student engagement in the learning process.