Student Performance Scores Research Articles

Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

This study explored the effect of Computer Assisted Instruction (CAI) on the teaching of selfreliance skills for sustainable entrepreneurship development amongst undergraduate Social Studies students in Kaduna State, Nigeria. Three (3) research objectives, questions and null hypotheses guided the study. A quasi-experimental research design was employed. The Self Reliance Skills Performance Test (SERSIT) was used for data collection. Mean, standard deviation, t-test and two-way ANOVA statistics were used. The findings revealed that a significant difference exists between the mean academic performance and retention scores of undergraduate students taught self-reliance skills using CAI and those taught using conventional methods. No significant difference was found between the mean academic performance scores of undergraduate students taught self-reliance skills using CAI in relation to gender and ownership. Based on the findings, it was recommended, amongst others thing, that subsequent curriculum review in Social Studies should accommodate the dynamism of CAI atall levels. This will promote a student-centred instructional approach, autonomy in knowledge acquisition and self-discovery learning to ensure sustainable entrepreneurship development in Kaduna state.

Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students

BackgroundProblem-based learning (PBL), a pedagogical approach, is widely accepted in medical education. Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive.MethodsOne hundred two third-year undergraduate medical students at Peking University were involved in this study. A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled. A parametric bivariate correlation analysis was performed between the students’ CT scores and their PBL average scores. The PBL scores were compared between the strong and weak CT disposition groups using independent t-test. The analysis of numerical data was conducted using SPSS 16.0.ResultsCT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72. The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly. In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition. The performance of these two groups was significantly different in the Late-Half but not in the Early-Half PBL tutorials. Furthermore, a significant improvement was observed in the students with strong CT but not weak CT dispositions.ConclusionCT disposition positively correlates to a students’ PBL performance. Students with stronger CT dispositions perform better in the PBL process and obtain higher scores. Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.

Adaptation of Medical Students During Clinical Training: Effects of Holistic Preclinical Education on Clerkship Performance

Theory: Taiwan’s medical undergraduate program at a university or medical center is a continuation of 12 years of compulsory citizenship education rooted in holistic philosophies. Students acquire both technical knowledge and nontechnical attributes, which are necessary for success in further work and life. The early clinical learning experiences of medical students are primarily acquired through clerkships. These clerkships require medical students to apply and extend what they learned during their preclinical education; however, previous studies have explored this issue through examining fragmentary factors such as preclinical course grades and traits but not undertaking comprehensive, whole-person investigations. Hypotheses: To account for the potential benefits of a holistic approach in medical students’ learning, we propose three hypotheses: Medical students’ preclinical performance on Taiwan’s technical and nontechnical higher education assessments are positively associated with their clinical competence (Hypothesis 1) and psychological well-being (Hypothesis 2) during clerkships, and medical students’ psychological well-being during clerkships is positively associated with their clinical competence (Hypothesis 3). Method: We studied a cohort of 65 medical students engaged in clerkships from September 2013 to April 2015. Their preclinical technical knowledge scores—formal curricular grades received from course instructors—were obtained from their medical school’s archival dataset. Their nontechnical attributes—moral and social performance scores received from student mentors and physical performance scores received from course instructors—were also obtained from the school’s archival data set. The medical students’ competence in their 2-year clinical clerkships was measured using the objective structured clinical examination scores from the end of both clerkship years. The medical students’ psychological well-being during their 2-year clerkships was measured according to burnout level, which was determined using routine online surveys that employed validated, structured, and self-administered questionnaires at each specialty rotation. Multiple regressions and linear mixed-effects model were employed for statistical analysis. Results: Our study revealed that higher preclinical technical knowledge predicted superior clinical competence and a higher level of burnout during clerkships. By contrast, higher preclinical nontechnical attributes (i.e., higher preclinical moral, social, and physical performance) predicted lower level of burnout. However, no relationship was discovered between clerkship burnout and the clinical competence of the medical students. Conclusions: Our study verified the value of a holistic education that encompasses both technical knowledge and nontechnical attributes during the preclinical learning stage for medical students. Our findings can serve as a reference for medical educators designing preclinical educational programs for medical students.

Comparing student outcomes in traditional vs intensive, online graduate programs in health professional education

BackgroundHealth professions’ education programs are undergoing enormous changes, including increasing use of online and intensive, or time reduced, courses. Although evidence is mounting for online and intensive course formats as separate designs, literature investigating online and intensive formats in health professional education is lacking. The purpose of the study was to compare student outcomes (final grades and course evaluation ratings) for equivalent courses in semester long (15-week) versus intensive (7-week) online formats in graduate health sciences courses.MethodsThis retrospective, observational study compared satisfaction and performance scores of students enrolled in three graduate health sciences programs in a large, urban US university. Descriptive statistics, chi square analysis, and independent t-tests were used to describe student samples and determine differences in student satisfaction and performance.ResultsThe results demonstrated no significant differences for four applicable items on the final student course evaluations (p values range from 0.127 to 1.00) between semester long and intensive course formats. Similarly, student performance scores for final assignment and final grades showed no significant differences (p = 0.35 and 0.690 respectively) between semester long and intensive course formats.ConclusionFindings from this study suggest that 7-week and 15-week online courses can be equally effective with regard to student satisfaction and performance outcomes. While further study is recommended, academic programs should consider intensive online course formats as an alternative to semester long online course formats.

Identifying the optimal course delivery platform in an undergraduate animal behavior research course.

There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (CCTT). Students’ grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.

A Pilot Comparison of In-Room and Video Ratings of Team Behaviors of Students in Interprofessional Teams

Objective. To examine concordance between in-room and video faculty ratings of interprofessional behaviors in a standardized team objective structured clinical encounter (TOSCE). Methods. In-room and video-rated student performance scores in an interprofessional 2-station TOSCE were compared using a validated 3-point scale assessing six team competencies. Scores for each student were derived from two in-room faculty members and one faculty member who viewed video recordings of the same team encounter from equivalent visual vantage points. All faculty members received the same rigorous rater training. Paired sample t-tests were used to compare individual student scores. McNemar's test was used to compare student pass/fail rates to determine the impact of rating modality on performance scores. Results. In-room and video student scores were captured for 12 novice teams (47 students) with each team consisting of students from four professions (medicine, pharmacy, physician assistant, nursing). Video ratings were consistently lower for all competencies and significantly lower for competencies of roles and responsibilities, and conflict management. Using a criterion of an average score of 2 out of 3 for at least one station for passing, 56% of students passed when rated in-room compared with 20% when rated by video. Conclusion. In-room and video ratings are not equal. Educators should consider scoring discrepancies based on modality when assessing team behaviors.

LO11: Improving patient access, care and transportation by paramedics (IMPACT): a novel curriculum toward redefining paramedic services in Ontario

Introduction: A proportion of Emergency Department (ED) visits may be treated in out-of-hospital settings. The objective of this curriculum was to expand paramedic competencies to safely risk stratify patients and divert low risk, low acuity patients from EDs with and without physician oversight. Methods: We followed Kerns 6-step Curriculum Development Framework . (a) We identified a problem, and (b) completed a needs assessment by retrospectively reviewing the clinical pathways of 3000 patients were cared for and transported by paramedics and received care at an EDs. We used this data to identify competencies (e.g., diagnostics, interventions, reasoning needs) and targeted patient types that would result in the most significant advancements to paramedic services. These were translated to (c) goals and objectives. Results: Our (d) educational strategies involved a 14-week intensive patient-type and case-based curriculum. (e) Implementation involved 3 days/wk of clinical rotations supplemented with 2 days/wk of a mixed curriculum (i.e., fixed instruction using blended didactic small and large group sessions; flexible/individualized curriculum based on identified needs; formative assessments; self and peer-directed learning; simulations). (f) Assessment involved knowledge and application tests, clinical placement and simulation assessments; case development, assignments, and OSCE. Evaluation outcomes included student performance scores across 7-dimensions, clinical placement and student feedback. Thirteen Advanced Care Paramedics from York Region Paramedic Services completed the program. Challenges included provincial stakeholder consensus, and formally addressing clinical suspicion in a protocol based field within a limited time frame. Conclusion: A curriculum for expanded paramedic practice to risk stratify and divert targeted low risk patients from EDs resulted in new paramedic competencies and scope of practice. It received high evaluations from clinical staff and students. Successful candidates will undergo a 1-year study for validation and safety.

Medicosocial characteristics as predictors of school achievements in students with intellectual and developmental disabilities: A follow-up study in ujjain and shajapur districts of Madhya Pradesh, India.

For a long time, there have been arguments about which factors influence the skill development of students with intellectual disability in rehabilitation centers. The present follow-up study was thus planned to analyze the effect of the demographic variables related to disabled child, his/her parents and the family; their schooling pattern and types of study settings and the associated comorbidities on improvement in the performance score of students attending these study settings in one academic year. The study was conducted among children (n = 204) with intellectual disability receiving rehabilitation services in centers run by a nongovernmental organization in two districts of Central India. : Application of regression analysis concluded that among various hypothesized factors higher birth order, more time spent by parents for child's development at home, high performing classes, absence of epilepsy, psychiatric comorbidities, and associated physically challenged were significantly associated with improvement in overall mean performance score. : The study delineates the need to motivate parents, so that they can involve themselves to develop their child's full potential. Identification of associated comorbidities is recommended and parents need to be appraised accordingly.

Internet of Things-based student performance evaluation framework

ABSTRACTIn recent years, solutions based on Internet of Things (IoT) are gaining impetus in educational institutions. It is observed that student performance evaluation system in education institutions is still manual. The performance score of student in traditional evaluation system is confined to its academic achievements while activity-based performance attributes are overlooked. Moreover, the traditional system fails to capitalise information of each student related to different activities in learning environment. In relation to this context, we propose to facilitate automated student performance evaluation system by exploring ubiquitous sensing capabilities of IoT. The system deduces important results about the performance of the students by discovering daily spatial–temporal patterns. These patterns are based on the data collected by the sensory nodes (objects) in the institution learning environment. The information is generated by applying data mining algorithms for each concerned activity. The automated decisions are taken by management authority for each student using game theory. In addition, to effectively manage IoT-based activity data, tensor-based storage mechanism is proposed. The experimental evaluation compares the student performance score generated by the proposed system with the manual student performance evaluation system. The results depict that the proposed system evaluates the performance of the student efficiently.

EFFECTIVENESS OF COMPUTER AIDED INSTRUCTIONS (CAI) ON STUDENTS’ PERFORMANCE IN BASIC ELECTRICITY IN TECHNICAL COLLEGES IN RIVERS STATE OF NIGERIA

The study focused attention on the effectiveness of Computer Aided Instructions (CAI) on students’ performance in basic electricity in technical colleges in Rivers State. The study adopted the pretest posttest quasi experimental design method. The population of the study comprises of all the vocational I basic electricity students in the five technical colleges in Rivers State. They comprised of 93 students. Purposive sampling technique was used to select two Government Technical Colleges and a sample size of 60 students was randomly selected for the study. This sample size comprised of 30 males and 30 females. The research instrument used for the study was the Basic Electricity Test (BET). The instrument was validated by two lecturers from technical education department of IgnatusAjuru University of Education Port Harcourt. The reliability of the instrument was done using test-re-test method and Pearson’s product moment correlation was used to obtain a coefficient of 0.65. Two research questions were drawn and two hypotheses were formulated for the study at 0.05 level of significance. The data for the study were analyzed using Mean and Analysis of Covariance (ANCOVA). The result indicated that students taught using Computer Aided Instructions (CAI) performed significantly better than those taught using conventional method. Also, there was no significant difference in the post test performance scores of male and female students. Some recommendations were made from the findings.

Using technology and structured peer reviews to enhance students’ writing

This article reports an initiative to improve student writing by incorporating technology-based structured peer review in the revision process. Although the most important step of writing, the revision step, is overlooked by students for several reasons. We describe a successful 10-week long intervention with students from upper-level undergraduate courses. Effectiveness was assessed by means of a pre- and post-test design, student feedback, and student performance scores. Areas where the intervention was found to have most significant impact were the following: students’ overall ability to make revisions, overall English writing, and feedback skills. Educators would find technology-based peer review helpful by having students learn and apply revision efforts in their written assignments. Benefits and trade-offs of the innovative pedagogy are discussed and directions for future study indicated.

Effectiveness of a Training Program based in PRECEDE Model on Fruit and Vegetable Consumption among Female Students

Background Fruit and vegetable consumption increases students' health and growth and strengthens their mental activities. The present study aimed to investigates a training program based on PRECEDE model on fruit and vegetable consumption by female students in high schools of Fasa, Iran. Materials and Methods This is a quasi –experimental study. The research sample includes 100 female high school students in Fasa city, Fars Province, Iran, who were randomly assigned to two groups of control (n=50) and experimental (n=50) groups. Data collection instrument was a questionnaire that included items on demographic characteristics and the PERCEDE model components (knowledge, attitude, enabling and reinforcing factors and performance). Educational intervention for the experimental group was carried out in four sessions which each lasting 55 to 60 minutes, and subjects were followed for 2 months. The questionnaires were administered to both groups before and 3 months after the intervention. The collected data was analyzed by SPSS version 18.0 statistical software. Results The average performance score of experimental and control groups regarding fruits and vegetables consumption was 15.15±2.44 and 14.96±2.12 (before the intervention) and 28.22±2.22 and 16.1±11.32 (after the intervention). Mean scores of predisposing (knowledge and attitude), reinforcing, and enabling factors showed a significant difference in the experimental group in comparison the control group (P<0.05). Conclusion The significant increase in student performance scores regarding fruits and vegetables consumption at the end of the study indicates the positive effect of education on promoting knowledge and changing attitudes of individuals. Therefore, the design and implementation of the training program based on the PRECEDE-PROCEED model can promote healthy eating habits and increase fruits and vegetables consumption among students.

Because Life Is Open Book: An Open Internet Family Medicine Clerkship Exam.

A core principle of family medicine is information mastery, or application of principles of evidence-based medicine in clinical practice. While information mastery teaching and assessment are beginning to permeate postgraduate family medicine training programs, and while exciting literature on new open resource assessment methods is emerging, there are no prior descriptions of examinations that specifically assess medical students' information mastery competency. To test information mastery competency, a novel final exam for the family medicine clerkship was developed, implemented, and evaluated. During the timed exam, the competency-based information mastery assessment (IMA) requires students to look up evidence-based information using web resources to answer case-based questions. Exam feasibility was tested with pilot examinees whose reactions were gauged. Student performance on the traditional closed book knowledge assessment (KA) was compared with performance on the open internet IMA. Exam performance was compared with preceptor ratings of students' clinical performance. Low performers were further analyzed for preceptors' ratings of specific student skills in information mastery and self-directed learning. An open internet IMA testing knowledge application and information mastery skills is not only feasible but can also be educational. Student performance scores on the open internet IMA do not differ from scores on the closed book KA. Students describe many positive features of this open internet IMA. Student performance on the competency-based IMA correlates with clinical ratings by preceptors and with preceptors' judgment of information mastery skills. A novel approach to assessment in family medicine clerkships may be used to assess student competency in information mastery. Further research is needed for enhanced exam validation.

Smart computing based student performance evaluation framework for engineering education

AbstractInternet of Things (IoT) technology has changed the educational landscape by allowing educators and administrators to turn data into actionable insight. Education organization begin to leverage solutions like cloud computing and radio frequency identification (RFID) across an IoT platform. Relative to this context, this paper proposes a five layer framework to facilitate automated student performance evaluation in engineering institutions based on smart computing concept. Student daily activity datasets are formed based on sensing capabilities of IoT nodes. Smart computing integrates hardware, software, and network technologies that provides systems with real‐time situation awareness and automated analysis. The engineering student performance per session is calculated by combining the results from sensory nodes based education data mining algorithms and student academic datasets. Moreover, based on student sessional performance score, decisions are taken by management authority to increase the reputation score of the engineering institution. The experiment comprises two sections. In first section, RFID based experimental setup is defined with objects interaction patterns. In second section, student performance score generated using proposed system is compared with manual system. The results depict that by introducing IoT in engineering education, more effective decisions can be taken to improve student learning experiences and over‐all growth of the institution.

Pedagogic Tenets of Specification Writing in Architectural Education, Construction and Practice

Specification writing is an important aspect of architectural curriculum; as failure of the architect to write an effective specification in educational training and construction-practice may lead to unpalatable factors. This study explored couple of methods employed in the teaching, learning and assessment of specification writing students in architecture department, Covenant University, South-West Nigeria, with a view to identifying the most effective method within the group dynamics. The methodology adopted for this study involved the interview of M.Sc. II architecture students and adoption of two (2) basic pedagogic methods namely Traditional and Revolutionary during class sessions. The qualities were evaluated and assessed through the outcome of students' assignments, standard performance tests and examinations results, and documentations in brainstorming-interactive class sessions. It was found that there were significant differences between the performance scores of students using diverse pedagogic methods. It recommended that further research capable of bridging education and construction- practice in synergy.

Breaking bad news to patients with cancer: A randomized control trial of a brief communication skills training module incorporating the stories and preferences of actual patients

ObjectiveThis study tested the effectiveness of a brief, learner-centered, breaking bad news (BBN) communication skills training module using objective evaluation measures. MethodsThis randomized control study (N=66) compared intervention and control groups of students (n=28) and residents’ (n=38) objective structured clinical examination (OSCE) performance of communication skills using Common Ground Assessment and Breaking Bad News measures. ResultsFollow-up performance scores of intervention group students improved significantly regarding BBN (colon cancer (CC), p=0.007, r=−0.47; breast cancer (BC), p=0.003, r=−0.53), attention to patient responses after BBN (CC, p<0.001, r=−0.74; BC, p=0.001, r=−0.65), and addressing feelings (BC, p=0.006, r=−0.48). At CC follow-up assessment, performance scores of intervention group residents improved significantly regarding BBN (p=0.004, r=−0.43), communication related to emotions (p=0.034, r=−0.30), determining patient’s readiness to proceed after BBN and communication preferences (p=0.041, r=−0.28), active listening (p=0.011, r=−0.37), addressing feelings (p<0.001, r=−0.65), and global interview performance (p=0.001, r=−0.51). ConclusionThis brief BBN training module is an effective method of improving BBN communication skills among medical students and residents. Practice implicationsImplementation of this brief individualized training module within health education programs could lead to improved communication skills and patient care.

The effects of using high-fidelity simulators and standardized patients on the thorax, lung, and cardiac examination skills of undergraduate nursing students

BackgroundExisting research literature indicates that the use of various simulation techniques in the training of physical examination skills develops students' cognitive and psychomotor abilities in a realistic learning environment while improving patient safety. ObjectivesThe study aimed to compare the effects of the use of a high-fidelity simulator and standardized patients on the knowledge and skills of students conducting thorax-lungs and cardiac examinations, and to explore the students' views and learning experiences. DesignA mixed-method explanatory sequential design. SettingsThe study was conducted in the Simulation Laboratory of a Nursing School, the Training Center at the Faculty of Medicine, and in the inpatient clinics of the Education and Research Hospital. ParticipantsFifty-two fourth-year nursing students. MethodsStudents were randomly assigned to Group I and Group II. The students in Group 1 attended the thorax-lungs and cardiac examination training using a high-fidelity simulator, while the students in Group 2 using standardized patients. After the training sessions, all students practiced their skills on real patients in the clinical setting under the supervision of the investigator. ResultsKnowledge and performance scores of all students increased following the simulation activities; however, the students that worked with standardized patients achieved significantly higher knowledge scores than those that worked with the high-fidelity simulator; however, there was no significant difference in performance scores between the groups. The mean performance scores of students on real patients were significantly higher compared to the post-simulation assessment scores (p<0.001). ConclusionsResults of this study revealed that use of standardized patients was more effective than the use of a high-fidelity simulator in increasing the knowledge scores of students on thorax-lungs and cardiac examinations; however, practice on real patients increased performance scores of all students without any significant difference in two groups.

Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

ABSTRACTMarking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n = 189 respondents; 2012: n = 464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.

Efficacy of Video-Assisted Instruction on Knowledge and Performance of Dental Students in Access Cavity Preparation.

Introduction:The conventional method of teaching endodontics has some drawbacks. Due to the small size of the oral cavity, students cannot closely observe the clinical procedure. Use of new teaching modalities such as the intraoral camera may obviate this problem. This study assessed the effect of video-assisted clinical instruction in dentistry (VACID) on dental student’s knowledge and performance in access cavity preparation during endodontic treatment. Methods and Materials:In this interventional study, twenty six undergraduate students were equally divided into two groups and received instructions on access cavity preparation via conventional demonstration (CD) or VACID using intraoral camera plus conventional demonstration. Students’ knowledge was assessed before and after the demonstration. The scores obtained by students were compared between the two groups. Data were analyzed using the Mann Whitney U test. Results:No significant difference was found between the two groups in knowledge and performance scores of students about pulp chamber removal, under-extension, over-extension, gouging, perforation or finding the main and extra canals. However, use of intraoral camera significantly reduced the number of student visits to instructors for problem solving (P=0.001). Conclusion:VACID is an effective educational method and as efficient as conventional demonstration in endodontics; as a result it can be used in combination with conventional teaching.

A Study on Learning Styles, Gender and Academic Performance of Post Graduate Management Students in India

The management courses in higher education has experienced a rapid increase in the number of female students in the past decade. A number of factors were found attributing to the cause including some major social and educational factors. These factors are well studied by the scholars in the past. However, there is still considerable gap in the literature pertaining to the relationship between learning styles and gender differences in the context of management education. This paper focuses on management education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of undergraduate students in three successive academic years. Results of the study indicate that the distribution of learning style type preference of the chosen sample of students was more concentrated towards assimilating and converging styles. Further results also indicate non-significant difference of learning style and gender in all groups. The performance scores of males were found higher in Finance and Marketing disciplines, whereas scores of females were higher in Human Resource and International Business disciplines irrespective of non consistency in all the groups. The study concludes that instructors should use a learning strategy matching with the style of each learner in different majors of management opted by the students.