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The effect of learning styles on course performance: A quantile regression analysis: Working paper series--08-02

Ng, Pin and Pinto, James and Williams, Susan K. (2008) The effect of learning styles on course performance: A quantile regression analysis: Working paper series--08-02. Working Paper. NAU W.A. Franke College of Business.


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In this study, we investigated the relationship between student performance and learning styles for students enrolled in a basic business statistics course. This course used a learner-centered approach that incorporated multiple teaching styles. To assess our success in designing a course that facilitates learning for all learning styles, we evaluated the impact of students' learning style on their performance in the course. To accomplish this analysis, we utilized quantile regression, a statistical technique from the economics literature developed by Koenker and Bassett (1978) that is an alternative to the classical ordinary least squares (OLS) regression. Quantile regression allowed investigation of a more complete picture of student performance over the entire population as opposed to the mean effect from OLS regression. Learning style was not significant in determining a student's overall course score for the entire cohort of students. For small cohorts of students, learning styles were significant for exam average. That is, some students experienced either a disadvantage or advantage due to their learning style for the exam course component. However, for the overall course performance, a student with a particular learning style was neither advantaged nor disadvantaged.

Item Type: Monograph (Working Paper)
Publisher’s Statement: Copyright, where appropriate, is held by the author.
ID number or DOI: 08-02
Keywords: Working paper, learning styles, student success, quantile regression
Subjects: H Social Sciences > HA Statistics
L Education > LB Theory and practice of education > LB2300 Higher Education
NAU Depositing Author Academic Status: Faculty/Staff
Department/Unit: The W.A. Franke College of Business
Date Deposited: 18 Oct 2015 00:59
URI: http://openknowledge.nau.edu/id/eprint/1533

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