Gregorc's Cognitive Styles: College Students' Preferences for Teaching Methods and Testing Techniques

Abstract

This study investigated the preferences of liberal arts students for various teaching methods and testing techniques in relation to their cognitive style. 100 students completed the Gregorc Style Delineator and rated preferences for teaching methods and testing techniques commonly used in college classes. Analysis indicated that scores on the Sequential–Random continuum of Gregorc's model are more strongly related to learning style than are those on the Concrete-Abstract continuum. Students who scored high in the Sequential direction of the continuum preferred teaching methods such as structured lectures and independent lab experiments and preferred tests comprised of problems with concrete answers. 86% of the Science majors scored high in the Sequential direction. Students who scored high in the Random direction of the continuum preferred group discussion and group projects and preferred assessment by projects or class discussion. 85% of Humanities majors scored high in the Random direction. With the qualification that the sequential-random continuum dominated, Gregorc's cognitive styles appear related to instructional preferences of liberal arts college students.