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ABSTRACT
This study extends our previous research on classroom distractions to examine the relationship between learning style and various types of external and self-generated distractions. We propose that the potency of particular distractions would be affected by student learning style. In contrast to the standard position that learning style affects comprehension, we speculate that distractions operate at a more basic perceptual level. The ratings obtained in this study of 60 business students were consistent with the ratings of the potency of distractions in our previous one. Undergraduate and graduate students differed in the perceived potencies of some of the distractions and in learning style. We found some support for our hypothesis that there are relationships between learning style and the potency of certain distractions. The implications of these preliminary findings are discussed in terms of classroom management and alignment of pedagogy.
INTRODUCTION
The literature on learning styles is extensive but controversial. While differences are found in the learning styles preferences of students in different academic disciplines and other populations, it is not clear if developing pedagogy to align with these styles is beneficial. Pashler, McDaniel, Rohrer and Bjork (2009, p. 105), after critically reviewing the empirical research, concluded, "at present, there is no adequate evidence base to justify incorporating learning style assessment into general education practices." While there may be inadequate evidence to support learning style adjustments in teaching, the relationship between the learning environment (i.e., classroom distractions) and learning style has not yet been explored.
LITERATURE REVIEW
Our previous research (Tesch, Coelho and Drozdenko, 2011) examined student perceptions of the magnitude of 36 externally produced and 21 self-produced classroom distractions. Difficulty in understanding the instructor and students talking in class were rated the most potent distractions. Overall, external distracters (i.e., those produced by other people and things) were significantly more potent than distractions produced by the students themselves. In that article we proposed that future research could be directed toward examining the relationship between student learning style and these classroom distractions.
A literature review of classroom distractions is presented in the aforementioned paper and will be summarized here. We concluded, as did Bugeja (2007), that most of the research focused on distracting effects of technology in the classroom (e.g., cell phone ringtones,...