Running Head: An Analysis of Learning Styles Among Undergraduate College Students An Analysis of Learning Styles Among Full-Time Undergraduate College Students

In the fall semester, 1999, a random sample of 814 undergraduate college students attending a southern land grant university were asked to complete a Learning Style Profile (LSP). Students were aged 17 to 58 years, with the mean age being 23. The LSP measured students' perceptual response study and instructional preferences. Inferential statistics were used to determine if there were differences in learning style across year of enrollment, college of enrollment, ethnicity, and gender. For gender, there were significant differences in seven areas. Results also show three areas where significant differences existed among ethnic groups: posture, temperature (environmental), and verbal risk. Seven subscales demonstrated statistically significant differences among disciplines. Differences in learning styles were also evident across year of enrollment, with freshmen preferring to learn and study later in the day, and junior and senior students preferring quiet environments. Results demonstrate differences among learning styles across disciplines, gender, ethnicity, and year of enrollment and provide information for research and teaching. (Contains 5 tables and 20 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document