Descriptor
| Cognitive Style | 2 |
| Higher Education | 2 |
| Sequential Learning | 2 |
| Academic Achievement | 1 |
| Business Education | 1 |
| College Students | 1 |
| Computer Science Education | 1 |
| Instructional Effectiveness | 1 |
| Marketing | 1 |
| Student Attitudes | 1 |
Author
| Drysdale, Maureen T. B. | 1 |
| Felicetti, Linda A. | 1 |
| Ross, Jonathan L. | 1 |
| Schultz, Robert A. | 1 |
| Stewart, Karen L. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
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Assessments and Surveys
| Gregorc Style Delineator | 2 |
What Works Clearinghouse Rating
Peer reviewedRoss, Jonathan L.; Drysdale, Maureen T. B.; Schultz, Robert A. – Journal of Research on Technology in Education, 2001
Investigated effects of cognitive learning style on academic performance in two university computer applications courses. Discusses use of the Gregorc Style Delineator to collect learning style information over a four-year period. Results indicated a significant effect of learning style on academic performance, and that sequential learners…
Descriptors: Academic Achievement, Cognitive Style, Computer Science Education, Higher Education
Peer reviewedStewart, Karen L.; Felicetti, Linda A. – Educational Research Quarterly, 1992
Results from a Gregorc Style Delineator completed by 99 underclass business majors, 65 upperclass business majors in an area other than marketing, and 101 marketing majors show that the dominant learning styles for upperdivision marketing students were Concrete Sequential and Abstract Random. Implications for instruction are discussed. (SLD)
Descriptors: Business Education, Cognitive Style, College Students, Higher Education
