Predicting academic success and creative ability in freshman chemical engineering students: a learning styles perspective

• Autores: Agnieszka Szewczyk-Zakrzewska, Stanislav Avsec
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 2 (Parte A ), 2016, págs. 682-694
• Idioma: inglés
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• Resumen

  • The purpose of the paper is to investigate the predictive validity of learning styles on academic achievement and creativitygain. For this purpose, freshman chemical engineering students from Cracow University of Technology were recruited (n= 100). An experimental research design was used in this study where 49 freshman students were enrolled in a two-daycreativity training course while 51 students were enrolled in traditional Humanities course. To measure creative ability theTest of Creative Thinking-Drawing Production was used as pre- and post test. Students also completed a dynamic learningstyle inventory that measured learning orientation, processing information, thinking, perceiving information,physical andtime learning preferences, sociological, emotional and environmental preferences of learning. Student performance wasmeasured with grade point average (GPA) and normalized creativity gain (CG). Results show that 74% of the variance inGPA and 63% of the variance in CG can be explained by learning style predictors. Global and cluster thinking are the bestpositive correlated predictors in GPA while a need for authority figure and intuitive perceiving information are the bestnegative correlated predictors in GPA. Nonconformist and self-motivation are the best positive predictors in CG while aneed for structure and sequential thinking are the best negative correlated predictors in CG. The practical implications arethat engineering universities should collect learning style data on students at the outset and then help students accordinglyto be more successful and creative. Highly concrete sequential learners and visual theorist who are organized and self-motivatedmight potentially be offeredmore challenging honours programs withcorresponding special commendations ontheir projects and thesis, whereas students who are more intuitive, other-motivated would receive more structure throughstudent study groups, frequent deadlines, shorter assignments, and clearly defined learning goals for passing examinations.Active global learners need more space for acting, demanding training objectives, and more nonconventional learningobjects for exploiting their creative ability.