Title
The significance of learning style with respect to achievement in first year programming students.
Document Type
Conference Proceeding
Publisher
IEEE
Faculty
Computing, Health and Science
School
School of Computer & Security Science
RAS ID
10414
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.
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