An assessment of the preferred learning styles of undergraduates enrolled in a core curriculum introductory health course.

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Bonacci, Jeffrey
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Middle Tennessee State University
Several post secondary universities require undergraduates to earn a certain number of credit hours in core curriculum courses in physical education. However, the preferred learning styles of students enrolled in these courses is unknown. Thus, in order to better assist the college instructors, this study assessed the preferred learning styles of undergraduates enrolled in a physical education core curriculum course. Subjects consisted of 603 undergraduate students enrolled in a introductory health course. All subjects' preferred learning styles (visual, auditory, bodily-kinesthetic, individual and group learner, oral and written expressive learner, sequential and global learner) were measured using the Computerized Assessment and Prescription Styles of Learning (CAPSOL){dollar}\sp\circler{dollar} learning style inventory. The results of the showed that students use more than one preferred learning style. The three most preferred learning styles were visual (60.4%), individual (57.7%) and bodily kinesthetic (39.0%). Learning styles were also recorded for gender, academic major, age range, and academic standing. Recommendations were provided for teaching strategies to reinforce the preferred learning styles and for future studies of preferred learning style of students enrolled in core curriculum physical education courses.
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