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The effect of learning style self-knowledge on student academic achievement in university interactive television courses

, Northern Illinois University, United States

Northern Illinois University . Awarded


This experimental study sought to determine whether self-knowledge of learning styles accompanied by prescriptive study strategies would make a difference in the academic achievement of adult graduate-level interactive television (ITV) students. Data were collected using Kolb's learning-styles instrument, a demographic survey, and a follow-up survey. A representative sample of 273 students was selected from the population of 421 students, with 148 agreeing to participate. Students in the experimental group were mailed a personalized learning profile and study strategies that were appropriate for their learning type. Students in the control group were not mailed anything. At the end of the semester, follow-up surveys were administered to validate the use of the prescribed study strategies, course scores were collected, and the control group students were mailed their learning-style profiles.

Findings indicated that achievement scores were the same for the experimental and control-group students. Therefore, students who knew their learning-style preferences and were assisted with study strategies did not academically outperform those students who did not know their preferences. Findings also indicated that choice of academic major and diagnosed style type did not affect academic performance. Also, learning-style types were evenly distributed among academic majors.

Although the findings in terms of nonsignificance did not validate the hypothesized relationships, other variables such as student satisfaction were clearly demonstrated by the survey responses of students who received the study strategies. Survey data clearly indicated that students would take another ITV course, would advise others to take an ITV course, believed the ITV course provided a positive learning experience, and said the quality of interaction between the instructor and self was sufficient to facilitate learning.


Ehrhard, B.J. The effect of learning style self-knowledge on student academic achievement in university interactive television courses. Ph.D. thesis, Northern Illinois University. Retrieved August 2, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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