Abstract
Teachers’ instruction receives immense impact from multiple factors and among them awareness of learning styles’ preferences is significant. Shea (1983) found a strong relationship between styles of learning and reading comprehension. This study attempted to explore correlation between reflective and impulsive styles of learning and scanning information in text scores. 382 undergraduates engineering students (male and female) were selected from a Public sector Engineering University. Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi’s (2001) questionnaire was used to explore the patterns of learning styles along with its relevance with the role of gender. A reading test was also conducted along with the questionnaire based on scanning skills. Pearson product-moment correlation test was applied to ascertain the correlation between the variables. The findings will be useful for teachers to determine preferences of learning style of students which will impact educational policies and techniques in general.
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