Brower Kelly A., Stemmans Catherine L., Ingersoll Christopher D., Langley David J.
Indiana State University, Terre Haute, IN.
J Athl Train. 2001 Jun;36(2):130-135.
The phrase learning style refers to the method one uses to obtain and use information to learn. Personal learning styles can be assessed by specifically designed inventories. We conducted this study to determine if undergraduate athletic training students possess a dominant learning style, according to the Kolb Learning Style Inventory IIA (KLSI IIA), the newest version of the Kolb Learning Style Inventory (KLSI), and whether this style is related to education program admission success. DESIGN AND SETTING: A 1 x 4 factorial design was used. The independent variable was learning style type with 4 levels (converger, diverger, assimilator, or accommodator). The dependent variable was successful versus unsuccessful admission into selected programs. SUBJECTS: Forty undergraduate students (21 men, 19 women) from 3 institutions (mean +/- SD age, 20.7 +/- 1.7 years; mean +/- SD grade point average, 3.26 +/- 0.43) participated in this study. No subjects had previously taken the KLSI IIA, and none had a diagnosed learning disability. MEASUREMENTS: The KLSI IIA was administered to the participants at their respective institutions. We used 2 separate chi(2) analyses to determine if the observed distribution of learning styles differed from the expected distribution. Additionally, a Mann-Whitney U test was performed to determine if the learning style distributions of those subjects who were successfully admitted to the selected programs differed from those who were not. RESULTS: No significant differences existed between the observed distribution and the expected distribution for those admitted and those not admitted (chi2(3) = 3.8, P =.28; and chi2(3) = 3.1, P =.4, respectively). Also, no significant differences existed between the learning style distributions of the groups when compared with each other (Mann-Whitney U = 158, P =.5). CONCLUSIONS: Learning styles can be easily identified through the use of the KLSI IIA. We found no dominant learning style among undergraduate athletic training students and no particular learning style led to program admission.
学习风格一词指的是一个人获取和运用信息进行学习的方法。个人学习风格可通过专门设计的量表进行评估。我们开展本研究以确定本科运动训练专业学生根据科尔布学习风格量表IIA（KLSI IIA）（科尔布学习风格量表（KLSI）的最新版本）是否具有主导学习风格，以及这种风格是否与教育项目录取成功相关。
采用1×4析因设计。自变量为学习风格类型，有4个水平（聚合者、发散者、同化者或调适者）。因变量为被选中项目录取成功与否。
来自3所院校的40名本科生（21名男性，19名女性）（平均年龄±标准差为20.7±1.7岁；平均绩点±标准差为3.26±0.43）参与了本研究。此前没有受试者参加过KLSI IIA测试，也没有人被诊断有学习障碍。
在各自院校对参与者进行KLSI IIA测试。我们使用2项独立的卡方分析来确定观察到的学习风格分布是否与预期分布不同。此外，进行曼-惠特尼U检验以确定被选中项目录取成功的受试者与未被录取的受试者的学习风格分布是否不同。
录取者和未录取者的观察分布与预期分布之间均无显著差异（卡方值分别为3.8，P = 0.28；卡方值为3.1，P = 0.4）。此外，两组学习风格分布相互比较时也无显著差异（曼-惠特尼U = 158，P = 0.5）。
通过使用KLSI IIA可以轻松识别学习风格。我们发现本科运动训练专业学生中没有主导学习风格，也没有特定的学习风格能导致项目录取。
