Freeman V S, Fell L L, Muellenberg P
Department of Clinical Laboratory Sciences, University of Texas Medical Branch, Galveston 77555-1028, USA.
Clin Lab Sci. 1998 Sep-Oct;11(5):287-90.
To compare two learning styles--reflective observation versus active experimentation--in terms of learning outcomes.
The independent variable, student learning styles, was generally defined as styles determined by use of the Kolb's Learning Style Inventory. The styles were identified as either active experimentation or reflective observation. The dependent variables were learning outcomes that were determined by two methods: the average score on eight posttests scheduled at periodic intervals and a national certification examination score.
Clinical laboratory science education program at the University of Nebraska Medical Center in Omaha and at six clinical sites in other cities across Nebraska.
Forty senior clinical laboratory science students enrolled in a baccalaureate degree program.
Data analysis consisted of descriptive statistics, two-way analysis of variance, two-way analysis of covariance, and repeated measures analysis of variance.
Results showed no significant difference between the students' examination scores based on learning styles. There was no significant difference in the pattern of the examination scores over the semester of learners who were active experimenters versus reflective observers.
Results of the study generally did not support the conclusions of the earlier research; students' learning styles did not affect their examination scores. No pattern in the examination scored exists in the learning style groups.
比较两种学习风格——反思性观察与主动实验——在学习成果方面的差异。
自变量为学生的学习风格，通常定义为使用科尔布学习风格量表所确定的风格。这些风格被确定为主动实验或反思性观察。因变量是通过两种方法确定的学习成果：定期安排的八次课后测试的平均成绩和国家认证考试成绩。
位于奥马哈的内布拉斯加大学医学中心的临床检验科学教育项目以及内布拉斯加州其他城市的六个临床地点。
40名注册参加学士学位课程的临床检验科学专业高年级学生。
数据分析包括描述性统计、双向方差分析、双向协方差分析和重复测量方差分析。
结果显示，基于学习风格的学生考试成绩之间没有显著差异。在主动实验者与反思性观察者的学习者整个学期的考试成绩模式上没有显著差异。
该研究结果总体上不支持早期研究的结论；学生的学习风格不会影响他们的考试成绩。学习风格组的考试成绩不存在模式。
