Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 1979 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Student LSI scores showed significant differences on eight of 30 possible tests across department, sex, plans, class, and division, with differences particularly pronounced on Concrete Experience, Abstract Conceptualization, and the AC-CE combination score. → Bue 1979
Evidence¶
Bue 1979¶
Bue, T. W. (1979). Teaching and Learning Styles in Higher Education: Match or Mismatch? https://eric.ed.gov/?id=ED172635
q2 · i? · the article prints no effect size for this finding · associational · r2
A random student sample (N=206) completed the LSI. The article reports differences at or approaching the specified alpha level on eleven of sixteen possible tests on CE, AC, and AC-CE scores, indicating students prefer more balance between experience-based and analytical approaches than their instructors.
"The random sample (Sample 3) reporting personal LSI scores showed significant differences on eight of the 30 possible tests (the six scales by department, sex, plans, class, and division)."
Discussion¶
Related Claims¶
- Significant mismatches exist between faculty ideal learning styles and actual student learning styles — related
- Faculty across departments describe the same ideal learning style for students — related
- Incremental theory and performance goal orientation differ across university departments, but entity and learning goal orientation do not
- Student subject matter orientation differs significantly from faculty perceptions of departmental characteristics — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
student-learning-style-department-differences |
title |
Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization |
description |
Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1979 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bue-1979 |
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