A Survey of Learning Styles of Engineering Students

Abstract

This study examined the learning styles of engineering students using the Index of Learning Styles (ILS) developed by Soloman and Felder (Soloman & Felder, 2002), the Cognitive Styles Analysis (CSA) developed by Riding (Riding, 1991), and the Learning Style Inventory (LSI) developed by Kolb (Kolb, 1993). Thirty-five graduate and thirty-six undergraduate engineering students took each of the assessments. There was a strong preference for the visual category on the ILS, but an even split for the imagery/verbal dimension on the CSA. Scores were also evenly split on the active/reflective and sequential/global dimensions on the ILS. Another strong preference was seen for the analytic category on the CSA. On the LSI, most students' scores indicated a preference for the convergent category and no student scores were in the divergent category. An overview of each of the instruments as well as a summary of student learning needs for each of the dimensions is presented.

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