Proponent/Claimant
Evelyn A. Cardoso
Abstract
The incorporation of more computer-based courses and teaching-learning strategies in the Chemical Engineering (CHE) curriculum prompted educators to use information technology more effectively and efficiently. Thus, this research investigated the compatibility of Computer-Based Learning (CBL) with the learning styles of the CHE students through their learning outcomes. With a quasi-experimental research design, the researcher employed a CBL instrument structured in four steps (see-try-do-explain) and assessed the learning style preferences using the Felder-Solomon Index of learning style. The respondents included all fourth-year students enrolled in the Computer Applications in Chemical Engineering. The study revealed that CHE students are mostly sensing and visual; they found it hardest to transition from step ‘see’ to step ‘try’. Verbal and global learners will most likely survive in the four-step CBL while active learners will lag. However, the research failed to show that CBL was significantly compatible with the differentiated learning styles of the CHE students.
Name of Research Journal
Journal of Education and Human Resource Development
Volume and Issue No.
Vol. 6 2018
Date/Year of Publication
2018
Citation
Cardoso, E. (2018). Compatibility of Computer-based Learning with Differentiated Learning Styles of Chemical Engineering Students as Evidenced by the Outcomes. Journal of Educational and Human Resource Development (JEHRD), 6, 82-93.
