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Learning Styles and Academic Performance/Grade Achievement

A number of studies have been designed in order to assess the relationship between learning styles of students and their academic performance. Different measures have been used in different studies. Some have used specialized tests related to the particular field, while some have used Multiple Choice Theory (MCT), Multiple Choice Quantitative, Open
Ended Theory (OET), and Open Ended Quantitative, etc. A study was conducted by Lynch, Woelfl, Steele, and Hanssen in order to find out the relationship between learning style and three academic measures in a third year surgery clerkship in a medical school. These academic performance measures examined on two cohorts of 3rd year medicals students, the first two measures are based on a single-best answer, multiple choice question format, the United States Medical Licensing Examination step 1(USMLE 1), and the National Board of Medical Examiners (NBME), whereas computer-based case simulations (CBX) is a computer simulation that is used to measure clinical management skill. Kolb’s learning style inventory was administered to find out learning style of the learners. The total participants of the study were 227. out of these 227 it was found that 102(45 percent) were convergers, 59 (26 percent) were assimilator, 48(21 percent) were accommodators, and only 18(8 percent) were divergers. The results of three measures indicated that students who were convergers or assimilators scored higher on two of Medical Examiners (NBME), whereas learning style difference was found on computer based simulation. The results of this study supported Kolb’s assertion that converging and assimilating learners perform well on objective, MCQE, and single –best answer.. it was also concluded by researcher that no significant relationship was found between learning style and CBX. It suggested that MCE and CBX do not measure the same capabilities and achievements. This
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