Allied Health Students' Learning-Styles Identified with Two Different Assessments

Document Type

Peer-Reviewed Article

Publication Date

8-2007

Journal Title or Book Title

Journal of College Student Retention: Research, Theory & Practice

Volume

9

Issue

2

DOI

10.2190/CS.9.2.g

Abstract

This research identified and compared the learning styles of 154 ethnically diverse, upper division undergraduate and graduate students in Allied Health utilizing the Building Excellence (BE) (Rundle & Dunn, 2000) and the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1996). Relationships among age, class standing, ethnicity, gender, and learning style also were examined. Correlation analyses indicated relationships between students' learning-style elements (p < .001), with large effect sizes for Sound, Light, Temperature, Seating Design, Intake, Time-of-day and Mobility, Auditory, Tactile, and Kinesthetic preferences. Gender related learning-style characteristics revealed female preferences for learning by listening and male preferences for cooler temperatures, frequent movement, and learning in a pair or team during instruction. Analyses of variance and follow-up post hoc tests revealed significant age-related learning-style differences for Structure, Intake, Mobility, Early-Morning and Afternoon, and Auditory preferences.

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