Student learning style and educational outcomes

evidence from a family financial management course

Authors

  • Jonathan Fox Consumer and Textile Sciences, The Ohio State University, 1787 Neil Avenue, Columbus, Ohio 43210, USA
  • Suzanne Bartholomae Human Development and Family Science, The Ohio State University, 1787 Neil Avenue, Columbus, Ohio 43210, USA

DOI:

https://doi.org/10.1016/S1057-0810(00)00042-1

Keywords:

Instructional strategies, Personal finance instruction, Learning style

Abstract

The academic performance of 419 undergraduate students in an individual financial management class was evaluated in light of their learning style, demographic background, academic history and time allocation. Academic history and time use variables proved to be the only significant predictors of grades in the course. Student learning style, as measured by Kolb’s Learning Style Inventory, was not a strong predictor of success in this financial management class, and it appears that no single type of learner best grasps financial management concepts. The implications of these finding lead to a discussion of instructional methods. © 1999 Elsevier Science Inc. All rights reserved.

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Published

1999-12-30

How to Cite

Fox, J., & Bartholomae, S. (1999). Student learning style and educational outcomes: evidence from a family financial management course. Financial Services Review, 8(4), 235–251. https://doi.org/10.1016/S1057-0810(00)00042-1

Issue

Vol. 8 No. 4 (1999): Financial Services Review

Section

New Original Submission

License

Copyright (c) 1999 JAI Press Inc.

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