The Role of Learning Styles in Student Evaluations of a Problem-based Learning Course

I investigated the relationship between student learning styles and student evaluations of problem-based learning in a wildlife ecology and management course. I used two surveys for my inquiry: an on-line survey to determine student learning preferences, and an end-of-course survey of student reactions to problem-based learning (PBL). Forty-one students completed both surveys, and students’ learning preferences varied. I found significant relationships between learning preferences and student evaluation of PBL. Students with more active learning preferences found more value in the group learning experiences in my course. Group learning is often a critical component in problem-based learning courses, and my inquiry provides direction to solve problems with group dynamics. Problem-based learning may provide critical skills for professional development, but active learning may not be well-matched for all students