July 26, 2021
July 26, 2021
July 19, 2022
The learner characteristics of preferred learning strategy and verbal-visual preferences of 180 chemical engineering students at a Midwestern university were studied in relation to the demographics of gender, class in school, ethnicity, native country, and native language. Learning strategy and verbal-visual preferences were measured by the ATLAS and the Verbal-Visual Learning Style Rating tests, respectively. Neither characteristic had been previously measured for chemical engineering students. The overall learning strategy preference profile for the chemical engineering students was 35.1% Navigators, 39.7% Problem Solvers, and 25.3% Engagers. This profile is statistically significantly different from the established values for the general population where there are more Problem Solvers and fewer Engagers among the students compared to the general population. This suggests chemical engineering instructors should include problem solving as an important element of their instructional methods. The overall verbal-visual preference profile was 6.3% more verbal, 56.8% no strong preference, and 36.9% more visual. This profile is statistically significantly different than the general population and suggests chemical engineering instructors should design instructional materials with a significant proportion of visual content. This paper will report on the relationships found between learner characteristics and demographics. It will also include recommendations for instructional practice and for future chemical engineering education research.
Baukal, C. E. (2021, July), Learning Strategy and Verbal-Visual Preferences for Chemical Engineering Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://strategy.asee.org/37430
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