| The study focused upon a comparison of learning-style preference of underclass home economics students grouped according to academic achievement. Of prime interest were comparison of learning profiles and learning-style preferences (a) between academically successful (AS) and academically unsuccessful (AU) students, and (b) among students performing at high, medium, and low levels of academic achievement.; The sample was comprised of students (N = 249) enrolled in the following majors/program areas: Human Development, Family Studies, and Early Childhood (Option IV) (HD/FS/Option IV); Interior Design and Fashion Design (ID/FADS); Merchandising and General Clothing and Textiles (Merchandising and GC&T); and Restaurant, Hotel, and Institutional Management (RHIM). Respondents completed a background information questionnaire and the Kolb Learning Style Inventory (LSI), revised edition (1985), a self-descriptive instrument based on experimental learning theory.; In comparison of AS and AU learning-style types, both preferred concrete experience (CE) and reflective observation (RO). Analysis of learning-style mean scores indicated preference for divergent learning. In comparison of LSI scores, two differences emerged within the RHIM sub-sample. AU RHIM students were more committed to CE, whereas AS RHIM students were more committed to RO.; When responses were examined according to three levels of achievement, high achievers overall were least committed to CE; medium achievers showed the greatest commitment to CE and abstract conceptualization (AC). Low achievers of RHIM were least committed to the RO.; Findings from the study should prove helpful to university instructors and students. Recommendations were made for using the information to enhance the academic success of undergraduates. |
