The Relationship between the Students’ Learning Styles and Learning Progress in a Web- Based PSI Course in Teaching Computer Languages

This paper aims to determine the relationship between students’ learning styles and learning progress in a Web-Based PSI course to teach computer languages to college freshmen majoring in Mechanical Engineering. The objective of this correlational study is to understand the relationship between end-of course grades as assigned by teachers and standardized end-of-course scores achieved by students in Algebra, Geometry, Biology, Physical Science, and U.S. History courses at one virtual charter school in the State of Georgia. In order to determine the relationship between the numerical score earned on the required End of Course Test (EOCT) for subject of study, Pearson Product-Moment Correlation analyses were performed. Separate Pearson Product- Moment Correlation analyses were run for students in disability subgroups. The Pearson Product- Moment Correlation analyses provide a correlation coefficient for the researcher that allowed her to determine the strength of the relationship.

کلیدواژه ها:

Learning Styles ، Learning Progress ، Assessment Test ، Progress Tests ، PSI Course