A Test for Learning Style Differences for the U.S. Border Population

This study examined learning style differences in samples of the native Spanish-speaking population of the Texas-Mexico border region, focusing on possible culture- and gender-related variation. Subjects were 187 students at six universities in Texas, who were administered a Spanish translated version of the Gregorc Style Delineator. Results indicate that two learning styles, Abstract Sequential and Concrete Random, dominated with minor differences across samples. The former style was more common among males, and the latter more common among females. It is concluded that faculty at border universities should consider adjusting teaching techniques to fit the learning styles of this population. (Contains 8 references and 6 charts.) (MSE) Reproductions supplied by EDRS are the best that can be made from the original document