A Comparison of Perceived Learning in Three Pedagogically Different Sections of a Required Business Policy Course

Douglas E. Wolfe, Eugene T. Byrne


In the past several years, there has been a growing interest among academicians about differences among students learning styles and preferences. Coupled with this is the growing diversity of teaching/learning methods. This paper reports a study of three sections of a single course, each using a different learning methodology. Measures of students’ preferred learning styles and of their perceptions of their own learning were obtained. Comparisons were made between these two variables and with the section chosen by the students.

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