Measuring student growth and development: A longitudinal study of preferred learning styles and environment

The author has been collecting data on students in three technical programs: the University of Salford, Manchester, England, mechanical engineering students at Binghamton University, and chemical engineering students at North Carolina State University. In the present work, he presents follow up data on the students at Salford University and Binghamton University, along with an assessment of the performance of the Technical Student Learning Environment Preferences (TSLEP). The phenomena of "Toppers", students with high grade points and low TSLEP score is examined, along with gender differences identified through the TSLEP. It is noted that the current studies raise more questions than they answer. The existence of the Toppers, the low effect of gender, and the influence of prior educational history are of importance to the conclusions drawn from the TSLEP. Additional tests are needed to resolve these issues