A STUDY OF LEARNING STYLES AND COMPUTER-ASSISTED-INSTRUCTION

This study's aim was to determine whether or not learning styles as assessed by the "4MAT" Learning Styles Inventory affect the outcome of learning with two CAI design strategies: linear and branching. A multiple classification experimental design was used. Two variables, one independent (instructional design) and one moderator (learning styles), were considered. The dependent variable was learning outcome as measured by the scores on a posttest. All tested subjects (200) completed the learning styles inventory. The inventory was scored and learning style determined. The subject was then randomly assigned to either the linear or branching health tutorial. The number of correct and incorrect responses on the posttest was recorded by the computer. A Likert-type opinionnaire was then administered to see if subjects enjoyed the CAI design and developed positive attitudes toward CAI. A two-way analysis of variance was performed on the data. The results showed significant main effects for instructional design, no main effects for learning style and no effects for interaction of instructional design and learning style.