THE USE OF LEARNING STYLES AND ADMISSION CRITERIA IN PREDICTING ACADEMIC PERFORMANCE AND RETENTION OF COLLEGE FRESHMEN

Abstract

Research was conducted with college freshmen to assess the effectiveness of university admission variables and student learning style in predicting students ’ academic performance and retention. ACT composite score, high school class rank, high school core GPA, and learning style were analyzed. An intact group of freshmen enrolled in a college learning and development course was studied. Learners preferring a field-independent and field-neutral learning style exhibited greater academic performance than their field-dependent peers during the first year of college as evidenced by GPA. The best predictors of academic performance during the first year of college were high school core GPA and ACT score. Learning style and ACT score appeared to be the most accurate predictors of student retention.