Cognitive style and instructional preferences

Abstract

The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using theCognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted of three sub-inventories (instructional method, instructional media and assessment method). Overall subjects favoured dependent methods, print based media and informal assessment methods. There was a significant main effect of wholist-analytical style on collaborative method preference (role play, group discussions and business games) and non-print based media preference (overhead transparencies, slides and videos). There was an interaction of the two dimensions of style and gender in their effect on informal assessment method preferences (individual and group assignments and multiple choice and short answertype questions). The findings are discussed in terms of: (i) models of the cognitive style construct; (ii) the practical implications of individual differences in style and preference.