Title: Assessing the effects of learning style in business statistics

Authors: David P. Stevens

Addresses: Department of Business Systems Analysis and Technology, B.I. Moody III College of Business Administration, University of Louisiana at Lafayette, P.O. Box 43930, Lafayette, Louisiana 70504, USA

Abstract: Business majors at AACSB accredited schools are required to take undergraduate statistics. Much research has been done with various learning style models for students enrolled in core business courses such as accounting, management, economics, and finance. However, the author has found no research that attempts to quantify the effects of learning style for students in business statistics. This study demonstrates that learning style as measured using the VARK model has significant effects on numerous variables of interest including academic success, student perceptions of course and instructor and academic major. The effect sizes are standardised and may be compared across studies. These findings provide a rationale for the delivery of course content in various modes to optimise student experiences and success.

Keywords: learning styles; VARK; effect size; business statistics; academic success; student perceptions; statistics education; course content; content delivery.

DOI: 10.1504/IJIL.2013.052897

International Journal of Innovation and Learning, 2013 Vol.13 No.3, pp.268 - 283

Received: 08 May 2021
Accepted: 12 May 2021

Published online: 31 Mar 2013 *

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