부산대학교 도서관

A study examined the effects of learning-style intervention on college students' achievement, anxiety, anger, and curiosity. A total of 203 nursing students at a small northeastern college were randomly assigned to either an experimental or a control group. The experimental group of 103 students completed a Learning Style Inventory (LSI) and were given individual interpretations of their LSI profiles and homework prescriptions based on their LSI preferences. All students were informed about the college's tutoring programs, the library, the computer center, and the reading and writing laboratories. The State-Trait Anxiety Inventory was administered to both groups at three intervals during the semester. The results show that students in the experimental group achieved statistically higher science grades and grade-point averages than those in the control group. In addition, the experimental group showed greater levels of curiosity and achieved lower anxiety and anger scores than those in the control group.