any similarities existed between favored learning styles and academic grades, I compared the differences and or similarities for each grade classification (i.e., A, B, C, and D) to their learning style criteria that they ranked most frequently in a bar chart. ResultsDifferences in expectancy and academic successI found that fifty-three percent of the overall students made a grade at or above their expected grade. (see figure 1). Fifty percent of the students that expected to make 90% or above (A) achieved their expectancy. One hundred percent of the students that expected to make 80% or above (B) achieved their expectancy. Fifty percent of the students that expected to make 70% or above (C) achieved their expectancy. Fifty-four percent of the students that expected to make 60% or above (D) achieved their expectancy. Interestingly, 84% of the overall students’ actual grades were within twenty percentage points of their expected grades.Interaction effects of learning styles on student achievementAfter selecting the learning styles ranked fifty percent or above on the learning styles inventory I then used them to compare the differences and or similarities for each grade classification (i.e., A, B, C, D, and F) in bar charts (see figures 2 thru 6). The students who scored 90% or above in the class all had one significant similarity (see figure 2). All five ranked listening (hearing information; lectures, tapes, speeches, etc.) and authority (desiring classroom discipline and maintenance of order; having informed and knowledgeable instructors) in their learning inventory. Also, four out of the five students ranked organization (course work logically and clearly organized; meaningful assignments and sequence of activities) and competition (desiring comparison with others; needing to know how one is doing in relation to others) in their learning inventory. However, only two out of the five students ranked goal setting (se...
