Adapting instruction based on learning styles for improved learning among rural community college students

The purpose of this study was to investigate the use of adapting instruction based on learning styles for improved learning among rural community college students in a web-supported environment. Participating students took Kolb's Learning Styles Inventory, completed a content pretest, and participated in a classroom lecture. After the learning styles of students were determined, the students of each learning style (Accommodator, Diverger, Assimilator, Converger) were randomly assigned to one of two treatment patterns. All students completed four learning activities. Students randomly assigned to Treatment Pattern A received matched instruction for objectives one and three. Students randomly assigned to Treatment Pattern B received matched instruction for objectives two and four. After the completion of each learning activity, students completed a quiz. Scores for each of the quizzes and delayed posttest were used as dependent measures.; This study measured the effects of matched instruction on immediate participant learning performance, delayed learning performance, and participant preference for completing matched instruction. While statistical significance was found for immediate participant learning performance for only two quizzes, no statistical significance was found for an increase in delayed learning performance or for student preference for completing matched instruction. However, all groups except Convergers in Treatment Pattern B chose Activity 1 as their favorite. Additionally, students indicated an overall preference for completing matched instruction in an online environment, saw the activities as worthwhile, preferred WSI activities over traditional homework assignments, and believed they would make better grades if more instructors provided online supplemental activities matched to their learning styles.; Although the literature is replete with discussion of recommendations for matching instruction to learning styles, there is a lack of empirical findings on this subject matter. This study is important because it attempted to remedy that fact. Results of the study did not clearly support that matching styles was effective for improved learning; however, this may be due to limitations of the study rather than the construct. Future research is recommended.