tting one’s own objectives; using feedback to modify goals and procedures; making one’s own decisions about objectives) in their learning inventory. Interestingly, those same two students also scored the highest two grades in the class. Finally, only one out of the five students ranked instructor (knowing the instructor personally; having mutual understanding; liking one another) in their learning inventory and none of the students ranked direct experience (handling or performing; shop, laboratory, field trips, practice exercises, etc.). The students who scored 80% to 89% in the World Civilization class also selected one significant similarity in their learning style inventory (see figure 3). All of those students ranked numeric (working with numbers and logic; computing; solving mathematical problems; etc.) in their learning inventory. Coincidentally, only three out of the five students scoring 90% or above, also ranked this in their learning inventory. Also, three out of the four students with grades from 80% to 89% ranked competition, listening, reading (examining the written word; reading texts, pamphlets, etc.), and direct experience in their learning inventory. A significant difference in learning inventories was found in direct experience and reading inventories. None of the 90% or above students ranked direct experience, and only two selected reading. However, three out four of the students with grades from 80% to 89% ranked these two styles in their learning inventories.In students with grades from 70% to 79% no significant similarity in ranked learning inventories were noted (see figure 4). Authority, organization, and detail were the only particular learning styles that were ranked by more than three students. The differential effects of learning styles on student achievement appear to have no significant impact on students in the 70% to 79% grade range.However, students with grades from 60% to 69% did...
