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

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  • Jesús Maya

    (Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, 47704 Dos Hermanas, Spain)

  • Juan F. Luesia

    (Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, 47704 Dos Hermanas, Spain)

  • Javier Pérez-Padilla

    (Department of Psychology, Universidad de Jaén, Campus de Las Lagunillas s/n, 23071 Jaen, Spain
    Research Group (HUM604), Development of Lifestyles in the Life Cycle and Health Promotion, University of Huelva, Campus de El Carmen s/n, 21007 Huelva, Spain)

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.

Suggested Citation

  • Jesús Maya & Juan F. Luesia & Javier Pérez-Padilla, 2021. "The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students," Sustainability, MDPI, vol. 13(6), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3341-:d:519418
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    References listed on IDEAS

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    1. Raquel Gilar-Corbi & Teresa Pozo-Rico & Juan-Luis Castejón & Tarquino Sánchez & Ivan Sandoval-Palis & Jack Vidal, 2020. "Academic Achievement and Failure in University Studies: Motivational and Emotional Factors," Sustainability, MDPI, vol. 12(23), pages 1-14, November.
    2. Guillermina Tormo-Carbó & Elies Seguí-Mas & Víctor Oltra, 2018. "Business Ethics as a Sustainability Challenge: Higher Education Implications," Sustainability, MDPI, vol. 10(8), pages 1-17, August.
    3. Chao Li & Hong Zhou, 2018. "Enhancing the Efficiency of Massive Online Learning by Integrating Intelligent Analysis into MOOCs with an Application to Education of Sustainability," Sustainability, MDPI, vol. 10(2), pages 1-16, February.
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