| dc.description.abstract | The current thesis applied an exploratory and experimental approach to examine the concept of perceptual learning style (visual, auditory, kinaesthetic). Learning style can be defined as individual differences in which mode people prefer to receive information, to most effectively obtain, process and learn the material presented. Dimensionality and internal consistency of Barsch Learning Style Inventory and Learning Style Survey: Part I was explored through data obtained through a screening (N = 248). Principal component analysis revealed an alternative statistical structure then what the theory predicts, and Cronbach’s alpha indicated low to unacceptable internal consistency for the three subscales in both measurements. In addition, the meshing hypothesis, whether matching between perceptual learning style and mode of instruction would facilitate learning, was examined following an experimental design proposed by Pashler et al. (2008; N = 22). Factorial two-way ANOVA revealed no significant interaction effect between mode of instruction and perceptual learning style in immediate learning outcome. The experimental paradigm also included an examination of the relationship between perceptual learning style and working memory. A working memory test was completed twice by the participants. The two completions differed in how the test was presented, visually or auditory. MANOVA was applied to investigate whether there were differences between or within the perceptual learning style-groups in working memory performance, which was not the case. The findings are discussed from a methodological and theoretical perspective. | nb_NO |
