IDEAS home Printed from https://ideas.repec.org/a/mts/jrnlee/v9y2009i1p16-31.html
   My bibliography  Save this article

Why Learning Styles Matter For Student Achievement In College Economics

Author

Listed:
  • Ralph A. Terregrossa
  • Fred Englander
  • Zhaobo Wang

Abstract

This paper explores the link between student achievement and student learning styles in a college microeconomics course, based on the Dunn and Dunn model of learning styles. The Productivity Environmental Survey (PEPS) is utilized to measure learning style preferences for twenty elements. Factor analysis is applied to reduce the multidimensional preferences to a smaller set of common factors that identify analytic, global or indifferent learning styles. The common factors are used as explanatory variables to measure the correlation between student achievement and their learning styles. The empirical methodology developed in this study also provides a test of the internal validity of the Dunn and Dunn model, the construct validity of the PEPS instrument and the predictive validity of the model. The authors explain how the results of the current research could be utilized to more generally enhance student achievement in the instruction of introductory economics and potentially other subject matter.

Suggested Citation

  • Ralph A. Terregrossa & Fred Englander & Zhaobo Wang, 2009. "Why Learning Styles Matter For Student Achievement In College Economics," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 9(1), pages 16-31, Summer.
    • Handle: RePEc:mts:jrnlee:v:9:y:2009:i:1:p:16-31
    as

    Download full text from publisher

    File URL: http://frank.mtsu.edu/~jee/2009/PP16-31MS609Summer2009.pdf
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Hart Hodges & Yvonne Durham & Steve Henson, 2018. "Economic Education Production Functions for the Principles of Macroeconomics and the Principles of Microeconomics: Is There a Difference?," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 18(2), pages 22-41, Fall.
    2. Hongxiang Zhang, 2017. "Accommodating Different Learning Styles in the Teaching of Economics: with Emphasis on Fleming and Mills¡¯s Sensory-based Learning Style Typology," Applied Economics and Finance, Redfame publishing, vol. 4(1), pages 72-83, January.
    3. Peter Davies & William L. Goffe, 2011. "Journals and Beyond: Publishing Economics Education Research," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 37, Edward Elgar Publishing.
    4. Mohsen Edalati, 2017. "Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics," International Journal of Economics and Finance, Canadian Center of Science and Education, vol. 9(1), pages 119-129, January.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:mts:jrnlee:v:9:y:2009:i:1:p:16-31. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Michael Roach (email available below). General contact details of provider: https://edirc.repec.org/data/efmtsus.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.