A study on cognitive learning style, instructional strategies, and gender in information science courses

The purpose of the study was to determine if there were any significant differences in cognitive learning style, instructional strategies, and gender of students enrolled in the discipline of information science. Sixty-seven undergraduate students attending a local university participated in the research study.; Each student's learning style was measured using the Kolb Learning Style Instrument (1993). An instructional strategies instrument was also administered to determine if there were any significant differences between cognitive learning styles and instructional strategies reported by the students. Additionally, gender and instructional strategies were also analyzed for statistical significance.; Using a two-way ANOVA statistical test, significant differences were found between cognitive learning style and student performance in the information science courses examined. In terms of the research study results, convergers outperformed all of the other cognitive learning styles in the procedure-oriented computer programming course and assimilators outperformed all of the other cognitive learning styles in the object-oriented computer programming course.; Using one-way ANOVA statistical testing, significant differences were found between cognitive learning style and instructional strategy six (homework). Further statistical analysis indicated that students with an accommodative cognitive learning style rated this instructional strategy higher than any of the other cognitive learning style groups surveyed. Additionally, regardless of cognitive learning style, the hands-on instructional strategy had the highest overall rating across all of the information science courses surveyed.; Gender and cognitive learning style were also examined in various information science courses in which one-way ANOVA statistical testing indicated significant differences between gender and instructional strategy three (group work) and instructional strategy four (auditory). In terms of gender and instructional strategy three, males rated this instructional strategy higher than females. In terms of gender and instructional strategy four, females rated this instructional strategy higher than males.; The results of this research study indicated that students with different cognitive learning styles may excel in various computer programming environments, warranting further research, especially in the area of object-oriented computer programming environments. Additionally, since significant differences were found between the constructs of cognitive learning style, instructional strategies, and gender, it provides support for further research in these areas as well.