ARE THERE DIFFERENT PATTERNS OF LEARNING STYLES AMONG SCIENCE MAJORS?

Fred Englander
Fairleigh Dickinson University

Ralph A. Terregrossa
St. John’s University

Zhaobo Wang
Fairleigh Dickinson University

ABSTRACT

This study examines whether the Dunn and Dunn Learning Style Model can be utilized to
determine if a student’s pattern of learning style preferences is statistically associated with his/her
choice of academic major. Dunn and Dunn posit that learning is enhanced if the nature of the
cognitive material and its presentation are consistent with student learning style preferences.
Therefore, if there are differences in the nature of the content among academic disciplines, then
an academic discipline may be more effectively mastered by students with a congruent pattern of
learning style preferences. This study examines whether there are distinctive learning styles
among students majoring in one of several science disciplines—biology, chemistry, pharmacy and
physician’s assistant. Statistical analysis supports such distinctions. Finally, the study analyzes
whether such evidence is a sufficient basis for academic counsellors to advise students in selecting
majors that appear to be congruent with their learning styles.

Keywords: learning style preferences, choice of college major, science majors, student counselling, factor analysis