Prepared by Nancy S. Grant, Ed.D. Professor – Community College of Allegheny County

1. Results of a Study School of Information ScienceA Study on Cognitive Learning Styles, Instructional Strategies,andGender in Information Science Course Prepared by Nancy S. Grant, Ed.D. Professor – Community College of Allegheny County

2. Purposes of the Research • One of the purposes of the research study was to investigate whether students with different cognitive learning styles perform better in various information science classes, including procedure-oriented and object-oriented computer programming environments.

3. Purposes of the Research • Another purpose of the research study was to examine instructional strategies of the student, given their cognitive learning style. • Cohen (2001) studied cognitive learning styles and found that cognitive learning style is dynamic and that actively engaged teaching environments may have an effect on a student’s cognitive learning style. • Ross, Drysdale, & Schultz (2001) reported that it is important to know the cognitive learning style of the student so as to accommodate them through effective instructional styles.

4. Purposes of the Research • A final purpose of the research study was to determine whether there are any significant differences in instructional strategies between males and females in different information science courses. • Researchers Ayersman & Reed (1995) investigated gender, along with cognitive learning style and anxiety, in a procedure-oriented computer programming environment and found significant differences on the anxiety, as well as the gender construct. In terms of the gender construct, females scored significantly higher than males. • In another research study on gender, McKenna (2001) found that neither men nor women prefer a concrete learning style when engaged in an object-oriented computer programming environment.

5. THE RESEARCH QUESTIONS AND THE RESEARCH RESULTS • Are there any significant differences that can be attributed to a student’s cognitive learning style and their academic performance in information science computer programming courses, specifically procedure-oriented and object-oriented? • A two-way ANOVA statistical test indicated a significant main effect for the information sciences courses and student performance. There was also a significant main effect for cognitive learning style and student performance. Additionally, a two-way interaction among the two independent variables and student performance was significantly different. • Further data analysis indicated that for information science course one, which included procedure-oriented computer programming, students with a convergent cognitive learning style outperformed all of the other cognitive learning style types. In the information science course which included object-oriented computer programming, students with an assimilative cognitive learning style outperformed all of the other cognitive learning style types.

6. THE RESEARCH QUESTIONS AND THE RESEARCH RESULTS • Are there any significant differences that can be attributed to a student’s cognitive learning style and their instructional strategies in information science courses? • For research question two, one-way ANOVA statistical tests indicated significant differences between cognitive learning style and instructional strategy six (homework). In reviewing the research data, accommodators rated homework higher than any of the other cognitive learning style types. This was followed by divergers, assimilators, and convergers, respectfully. • Although no other cognitive learning styles were significantly different in terms of instructional strategies, it is important to note that regardless of cognitive learning style, the highest instructional strategy report in all of the information science courses surveyed was instructional strategy five (hands-on work). Given the results of the research investigation, it is important for instructors to incorporate hands-on work in their information science classes.

7. THE RESEARCH QUESTIONS AND THE RESEARCH RESULTS • Are there any significant differences that can be attributed to gender and their instructional strategies in information science courses? • For research question three, one-way ANOVA statistical tests indicated significant differences between gender and instructional strategy three (group work) and instructional strategy four (auditory). • In reviewing the research data, gender and instructional strategy three, males rated this instructional strategy higher than females. In terms of gender and instructional strategy four, females rated this instructional strategy higher than males. Additionally, regardless of the level of computer programming experience for gender and instructional strategy three, significant differences were also found.

8. RECOMMENDATIONS FOR PRACTICE • Based on the results of this research study, as well as other research studies examined in the literature review, (Dunn & Stevenson, 1997; Grasha & Yangarber-Hicks, 2000; Honigsfeld & Schiering, 2004; Ross, Drysdale, & Schultz, 2001), it is recommended that instructors utilize a cognitive learning style instrument in their classes to assess each student’s individual cognitive learning style so as to accommodate them. • Based on the research results, it may be beneficial to have students in various computer programming environments use a variety of software development methodologies so that they can become more experienced in viewing problem solving from multiple perspectives and designs. Allowing students to see that there is more than one way to solve a computer problem will help them in increasing their cognitive skills. Additionally, instructors should consider using real-life computer programming problems in the learning process.

9. RECOMMENDATIONS FOR PRACTICE • When implementing the instructional strategy of collaborative group work in the classroom, group novice students with more experienced students so that they can gain practice in solving computer problems from multiple perspectives and approaches. • When incorporating collaborative group work into classroom methodologies, include various instructional models, such as problem-based learning to help students in the learning process. “Furthermore, as a collaborative model, PBL encourages the development of multiple representations through exposure to the ideas of all members of the group” (Koschmann, Myers, Feltovich, & Barrows, 1994, p. 243).

10. RECOMMENDATIONS FOR PRACTICE • Because all cognitive learning style groups rated many of the instructional strategies equally across all of the information science courses surveyed in the study, instructors should include a multitude of instructional strategies so as to accommodate all cognitive learning style groups. • Since all of the cognitive learning style groups rated hands-on learning as the number one instructional strategy across all of the information science courses surveyed, this instructional strategy should be incorporated into all of the information sciences courses.

11. RECOMMENDATIONS FOR FUTURE RESEARCH • Cognitive Tools and Critical Thinking • Situated Cognition • Cognitive Learning Style Research and Instructional Methods

12. THE SUMMARY/ABSTRACT OF THE RESEARCH STUDY • The purpose of the study was to determine if there were any significant differences in cognitive learning style, instructional strategies, and gender of students enrolled in the discipline of information science. Sixty-seven undergraduate students attending a local university participated in the research study. • Each student’s learning style was measured using the Kolb Learning Style Instrument (1993). A instructional strategies instrument was also administered to determine if there were any significant differences between cognitive learning styles and instructional strategies reported by the students. Additionally, gender and instructional strategies were also analyzed for statistical significance.

13. THE SUMMARY/ABSTRACT OF THE RESEARCH STUDY • The results of this research study provide support that students with different cognitive learning styles excel in various computer programming environments, warranting further research, especially in the area of object-oriented computer programming environments. • Advancement in Programming Courses and Cognitive Style and Development (Dissertation Speculation) • Additionally, since significant differences were found between the constructs of cognitive learning style, instructional strategies, and gender, it provides support for further research in these areas as well.