Authors: Anjum Razzaque
Addresses: Management Information Systems Department, College of Business and Finance, Ahlia University, Bahrain
Abstract: This study investigates the role of students' national culture (NC) and learning styles (LSs) on learning outcomes (LOs), at New York Institute of Technology's (NYIT's) College of Arts, Sciences and Communication (CASC). Past research highlights unmet international-students' expectations in multicultural classrooms, similar as NYIT's undergrad-students, and claims how LOs benefits curriculum designs with culturally-sensitive LSs, that can meet international students' expectations; a claim lacking empirical evidence: thus our research motivation. This deductive approach critiques reviewed-literature to identify research gaps investigated thru a conceptual framework, built on NC, LSs and LOs; and assessed thru a Google Forms survey, receiving 134/150 respondents with clean data. Multi-regression analysis revealed a positive significance between individualism/collectivism and power-distance NC and LOs, and activist and reflector LS and LOs, a negative significance between pragmatic LS and LOs, and gender moderation between reflector LS and LOs. Theoretical, practical and social implications are also discussed.
Keywords: higher-education; national culture; teaching-learning; multicultural classrooms; international students; learning outcomes; learning styles.
International Journal of Electronic Banking, 2019 Vol.1 No.4, pp.358 - 373
Received: 06 Mar 2019
Accepted: 29 Mar 2019
Published online: 30 Jul 2019 *