The Relationship Between Learning Style Preferences and Academic Achievement of the Hashemite University Students

Abstract

The purpose of this study was to estimate the relationship between the learning style preferences measured by Kolb’s Learning style inventory and academic achievement measured by grade point average (GPA) for 221 undergraduate students at the Hashemite University. The results indicated that subjects were predominantly assimilators. Furthermore, ANOVA test indicated that students with assimilator learning styles had the highest GPAs compared to other learning styles. Based on chi-square tests, differences in learning styles were not found due to gender, educational level, and specialty area. Finally, implications for practice are provided for university faculty members.