ly. Subsequent analysis showed no significant difference between the average GPAs of the two classes. Students in the large class had taken an average of eighty-two credits and students in the small class had an average of ninety-three credits showing less than one semester difference between the two classes.After the semester ended analysis of covariance (ANCOVA) was used to test the impact of class size to the study. The final scores for the two classes were used as the dependent variables. The GPA and number of credit hours were analyzed as covariates, and the class size was a factor in analysis. ANCOVA confirmed hypothesis one, indicating no significant difference in test scores between the large and small classes. ANCOVA was also used to analyze the effects of learning style. The final scores were used as the dependent variable, the GPA and number of credit hours were the covariates, and the four categories of learning styles were the factor in analysis. ANCOVA also confirmed hypothesis two noting no significant differences between the test scores and different learning styles. The research was conducted in a positive fashion. With the students lack of prior knowledge bias was controlled. The use of the grading assistant helped to lower the instructors chance of bias. As with all studies other variables may have influenced the final results without knowledge by the researchers. Examples of these may include: more students in the larger class may have skipped class often because they felt it may go unnoticed, some learning styles may be more likely to enjoy waking up earlier so the learning styles may be separated between the two classes, the learning style test used was dated at 1985 so it may have been outdated, if the tests covered only subjects mentioned in class or if the book material not mentioned was also questioned, and the list could continue. These variables would have to be studied in further exploratory ...
