Document Type

Conference Proceeding

Publisher

IEEE

Faculty

Computing, Health and Science

School

School of Computer & Security Science

RAS ID

10414

Comments

This article was originally published as: Campbell, V. M., & Johnstone, M. N. (2010). The significance of learning style with respect to achievement in first year programming students. Proceedings of Australian Software Engineering Conference (ASWEC 2010). (pp. 165-170). Auckland, New Zealand. IEEE. Original article available here

© 2010 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

Abstract

Study investigates the relationship between the Kolb learning style of first-year programming students and their level of achievement. The method of data collection is described and the process of hypothesis testing is explained. The students in this study were predominately converger and accommodator learning styles. Statistical tests indicated no overall difference between the results of students with different learning styles but a difference was found along Kolb's concrete-abstract axis. A number of possible impacts on teaching are discussed and suggestions made for future research.

DOI

10.1109/ASWEC.2010.33

Access Rights

free_to_read

 
COinS
 

Link to publisher version (DOI)

10.1109/ASWEC.2010.33