The effects of disclosure of learning style : information about learning strategies, and counseling with learning resources on academic achievement and course satisfaction in United States Air Force Security Police courses

Abstract

This research studied the effects of advance disclosure of learning style on academic achievement and course satisfaction in adult learners. The subjects were 635 U.S. Air Force Security Police technical school students enrolled in Law Enforcement Specialist and Security Specialist courses at Lackland Air Force Base, San Antonio, Texas. Three treatment groups were given the Canfield Learning Styles Inventory. The first group of students each received a profile of his or her learning style. The second group received the profile along with an 11-page interpretation of learning style and learning strategies provided in the Canfield Learning Styles Inventory Manual. The third group received the profile, the 11-page interpretation, plus a list of local learning resources. A control group took the Canfield Learning Styles Inventory, but the students were not given the profile results. Analysis of variance examination of the course grade point average and an examiner-prepared satisfaction survey was done comparing the four groups at the conclusion of the courses. Six hypotheses were tested. It was hypothesized that (1) Group 1 would increase in academic achievement, (2) Group 2 would increase in academic achievement, (3) Group 3 would increase in academic achievement, (4) Group 1 would increase in course satisfaction, (5) Group 2 would increase in course satisfaction, and (6) Group 3 would increase in course satisfaction as a result of their treatment. Analysis of variance was done comparing the grade point averages of the four groups. This resulted in an F ratio of 12.39, significant at the.05 level. Fisher's LSD analysis indicated that Group 2 had a significantly higher grade average than Group 1, and Group 3 had a significantly higher grade average than groups 1, 2 and 4. Analysis of variance was performed comparing course satisfaction for the four groups. None of the four groups differed significantly from the others in perceived course satisfaction. Consequently, only one of the six hypotheses was supported. Hypothesis 3 which stated that students who received advanced disclosure of learning style along with information on learning style along with information on learning strategies and counseling on learning resources would increase in academic achievement was supported.