he students in the large verse the small class, as measured by their scores in the marketing course, when multimedia presentations and technology are used extensively throughout the course delivery. The second hypothesis concludes no significant difference between students of different learning styles with all other variables of hypothesis one held constant. The researchs focus is to improve learning in both large and small class sizes. The researchers use exploratory research in a pilot study to diagnose the situation. No students are known to have any knowledge that they are involved in a research study. A single survey or interview of the students would not have proved as efficient because the students may have preconceived notions or opinions of what they suspect to be true about their learning, but could not be positive because some may have never compared the three variables for themselves before. The research was conducted over a sixteen week spring semester at a medium sized suburban university in New England. One session of the class met at ten oclock in the morning on Mondays, Wednesdays, and Fridays with eighty-six students enrolled. The second session met immediately after the first, at eleven, with thirty-two students enrolled. Both classes met in the same classroom, used the same syllabus, and were taught by the same instructor. The instructor had worked with the multimedia based tools for the three semesters prior so the instructor was quite familiar with the material. The instructor knew of the study so all grades were dealt with through a grading assistant. The papers and grades were then kept in a single alphabetical file so the instructor was unaware which students were in which class when assigning final grades. After the students last exam they were asked to complete the Kolb Learning Style Inventory(1985).The average GPAs for the students in the large verse the small class were 2.63 and 2.65 respective...
