Abstract
AbstractThis study investigated the relationships among learning styles and performance measures for computer concepts and application skills. Subjects were 68 college undergraduates who were enrolled in a computer applications course. The Instrument used in this study was the Gregorc Style Delineator (1984). A correlational study was conducted: (a) to investigate the relationship among learning styles and the course performance measures and (b) to identify the implications of students’ learning styles for design of computer applications instruction. Significant correlations were found among two learning styles and two performance measures. Subsequent analyses revealed that those students with high abstract sequential scores achieved significantly higher in total course points while those students with high abstract random scores earned significantly lower total course points.
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