Learning style and achievement in a course on research methods

The purpose of this study was to investigate the relation of learning style and achievement during a course on research methods. Participants were 74 graduate students from a variety of disciplinary backgrounds. A series of setwise regression analyses indicated that students who evaluated research articles successfully maintained positive attitudes toward the presence of authority figures. Students adept at proposal writing preferred working alone in quiet environments, and those who had the most knowledge of research concepts, methods, and applications were those who preferred less course structure and who preferred working alone, learning by using multiple resources, and working in the evening. In addition, these students were not kinesthetically oriented and required caloric intake during study. Based on these findings, suggestions were made for effective teaching strategies in courses on research methods.