The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Jesús Maya,Javier Pérez-Padilla,Juan F Luesia

doi:10.3390/su13063341

Jesús Maya, Javier Pérez-Padilla + Show 1 more

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https://doi.org/10.3390/su13063341

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Abstract

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

Highlights

The present study provides evidence for the use of teaching-learning processes based on the identification of learning styles in university students to promote sustainable, holistic, and individualized education
This study emphasizes the influence of the different learning dimensions (AC and converging style) on academic performance according to the various assessment methods used
High scores in perception and abstract conceptualization (AC) in particular are more likely to be significant in complex assessment methods: multiple choice questions (MCQ) and open-ended questions linking practical experiences with theory

Summary

Introduction

Achieving teaching excellence in higher education is one of the priority areas of the European University Teaching Plans [1]. The analysis of teaching-learning processes has emerged as one of the most relevant topics in educational psychology. Evidence suggests that not all individuals learn in the same way [2,3]. To ensure education based on sustainable development, we must consider individual differences, as well as develop potential educational interventions for students who display learning difficulties. Studies should be designed to provide insight into the learning processes of students in order to develop proposals for student-centered teaching. The match between teaching methods and student learning style can encourage meaningful

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