Learning in style: Correlation of learning styles with problem comprehension and perceptions in an introductory chemical engineering course

Learning styles are emphasized as being preferences for how an individual learns and indicators of how studying should be approached, rather than indicators of success. This has not, however, prevented researchers from exploring whether student performance can be dependent on matching question type to learning style. In a study of medical students, Cook et al. failed to establish such a correlation. However, small sample size and the inherently high inclination of the sample population to succeed were likely high contributing factors. Further, preferences are adaptable by education, and this study was conducted with advanced students. We are interested in the correlations between learning style preferences, task perception, and student performance in the context of an introductory chemical engineering material balances course. Assignments have a natural degree of learning style bias, and we are looking to see if student preferences correlate with their performance and perceptions when these biases are considered. Results will provide evidence regarding whether learning styles can affect student performance, as well as identify naturally occurring biases in chemical engineering problems that are translatable to other fields. A better understanding of student background and learning preferences is invaluable in developing improved curriculum, especially in the ever-changing modern classroom.