{"title":"学习风格对程序设计一年级学生成绩的影响","authors":"Vivian Campbell, Michael N. Johnstone","doi":"10.1109/ASWEC.2010.33","DOIUrl":null,"url":null,"abstract":"div class=\"user\"≫This study investigates the relationship between the Kolb learning style of first-year programming students and their level of achievement. The method of data collection is described and the process of hypothesis testing is explained. The students in this study were predominately converger and accommodator learning styles. Statistical tests indicated no overall difference between the results of students with different learning styles but a difference was found along Kolb’s concrete-abstract axis. A number of possible impacts on teaching are discussed and suggestions made for future research.","PeriodicalId":381789,"journal":{"name":"2010 21st Australian Software Engineering Conference","volume":"52 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"20","resultStr":"{\"title\":\"The Significance of Learning Style with Respect to Achievement in First Year Programming Students\",\"authors\":\"Vivian Campbell, Michael N. Johnstone\",\"doi\":\"10.1109/ASWEC.2010.33\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"div class=\\\"user\\\"≫This study investigates the relationship between the Kolb learning style of first-year programming students and their level of achievement. The method of data collection is described and the process of hypothesis testing is explained. The students in this study were predominately converger and accommodator learning styles. Statistical tests indicated no overall difference between the results of students with different learning styles but a difference was found along Kolb’s concrete-abstract axis. A number of possible impacts on teaching are discussed and suggestions made for future research.\",\"PeriodicalId\":381789,\"journal\":{\"name\":\"2010 21st Australian Software Engineering Conference\",\"volume\":\"52 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-04-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"20\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2010 21st Australian Software Engineering Conference\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ASWEC.2010.33\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2010 21st Australian Software Engineering Conference","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ASWEC.2010.33","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Significance of Learning Style with Respect to Achievement in First Year Programming Students
div class="user"≫This study investigates the relationship between the Kolb learning style of first-year programming students and their level of achievement. The method of data collection is described and the process of hypothesis testing is explained. The students in this study were predominately converger and accommodator learning styles. Statistical tests indicated no overall difference between the results of students with different learning styles but a difference was found along Kolb’s concrete-abstract axis. A number of possible impacts on teaching are discussed and suggestions made for future research.
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