Student learning style and educational outcomes
evidence from a family financial management course
DOI:
https://doi.org/10.1016/S1057-0810(00)00042-1Keywords:
Instructional strategies, Personal finance instruction, Learning styleAbstract
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.
Downloads
Downloads
Published
Issue
Section
License
Copyright (c) 1999 JAI Press Inc.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Author(s) retain the copyright and full publishing rights without restriction.
Author(s) grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, for noncommercial purposes only. Reusers must acknowledge the work's authorship and initial publication in this Journal.
Noncommercial means not primarily intended for or directed towards commercial advantage or monetary compensation.
In addition, FSR grants to the UGA Libraries a worldwide, non-exclusive license to all content published by the Journal, including metadata, that is necessary to publish, transmit, and index the Journal and to preserve its content over time.
