Compatibility of Computer-based Learning with Differentiated Learning Styles of Chemical Engineering Students as Evidenced by the Outcomes

Abstract

The incorporation of more computer-based courses and teaching-learning strategies in the Chemical Engineering (CHE) curriculum prompted educators to use information technology more effectively and efficiently. Thus, this research investigated the compatibility of Computer-Based Learning (CBL) with the learning styles of the CHE students through their learning outcomes. With a quasi-experimental research design, the researcher employed a CBL instrument structured in four steps (see-try-do-explain) and assessed the learning style preferences using the Felder-Solomon Index of learning style. The respondents included all fourth-year students enrolled in the Computer Applications in Chemical Engineering. The study revealed that CHE students are mostly sensing and visual; they found it hardest to transition from step ‘see’ to step ‘try’. Verbal and global learners will most likely survive in the four-step CBL while active learners will lag. However, the research failed to show that CBL was significantly compatible with the differentiated learning styles of the CHE students.