The Learning Styles of La Salle University Students According to the Kolb Model and its Implications on University Teaching

Abstract

This paper presents the results of an investigation conducted with students from first and second semester of undergraduate programs at La Salle University. Kolb’s work on learning styles was used as a reference. The objective was to identify them and analyze their implications on university teaching. A sectional design was used and the Kolb Learning Style Inventory I was implemented. Analysis of the results led to the following conclusions: although there is a predominance of the assimilator learning style over the divergent, convergent and accommodator styles, such dominance is not absolute. This conclusion demands from the University’s teachers a concern for implementing didactic strategies to meet the different learning styles of their students.