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Original Articles

Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses

Pages 231-234 | Published online: 20 Nov 2009

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Adrian Bromage, Sarah Pierce, Tom Reader & Lindsey Compton. (2022) Teaching statistics to non-specialists: challenges and strategies for success. Journal of Further and Higher Education 46:1, pages 46-61.
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Linda Farmus, Robert A. Cribbie & Michael A. Rotondi. (2020) The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis. Journal of Statistics Education 28:3, pages 316-325.
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Brian Patterson, C. Rett McBride & J. Lynn Gieger. (2018) Flipped Active Learning in Your Mathematics Classroom Without Videos. PRIMUS 28:8, pages 742-753.
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Anthony Robins. (2010) Learning edge momentum: a new account of outcomes in CS1. Computer Science Education 20:1, pages 37-71.
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Garry White & Floyd Ploeger. (2004) Cognitive Characteristics for Learning Visual Basic. Journal of Computer Information Systems 44:3, pages 58-66.
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Gary White. (2002) Cognitive Characteristics for Learning C++. Journal of Computer Information Systems 42:3, pages 51-55.
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AntonE. Lawson & Margaret Johnson. (2002) The Validity of Kolb Learning Styles and Neo-Piagetian Developmental Levels in College Biology. Studies in Higher Education 27:1, pages 79-90.
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Steven J. Armstrong. (2000) The Influence of Individual Cognitive Style on Performance in Management Education. Educational Psychology 20:3, pages 323-339.
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Frances A. Conners, Steven M. Mccown & Beverly Roskos-Ewoldson. (1998) Unique challenges in teaching undergraduates statistics. Teaching of Psychology 25:1, pages 40-42.
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Paula Sachs Wise & Frank E. Fulkerson. (1991) Annotated Bibliography on the Teaching of Psychology: 1990. Teaching of Psychology 18:4, pages 252-260.
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Articles from other publishers (18)

Candido Cabo. (2021) Use of Machine Learning to Identify Predictors of Student Performance in Writing Viable Computer Programs with Repetition Loops and Methods. Use of Machine Learning to Identify Predictors of Student Performance in Writing Viable Computer Programs with Repetition Loops and Methods.
Kate Muse, Laura Scurlock-Evans & Helen Scott. (2021) ‘The most important question is not ‘how?’ but ‘why?’: A multi-method exploration of a blended e-learning approach for teaching statistics within undergraduate psychology. Psychology Teaching Review 27:1, pages 26-41.
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Anthony V. Robins. 2019. The Cambridge Handbook of Computing Education Research. The Cambridge Handbook of Computing Education Research 327 376 .
. 2019. The Cambridge Handbook of Computing Education Research. The Cambridge Handbook of Computing Education Research.
Daniel Zingaro. (2015) Examining Interest and Grades in Computer Science 1. ACM Transactions on Computing Education 15:3, pages 1-18.
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Stephanie Gray Wilson. (2013) The Flipped Class. Teaching of Psychology 40:3, pages 193-199.
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Chris Manolis, David J. Burns, Rashmi Assudani & Ravi Chinta. (2013) Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learning and Individual Differences 23, pages 44-52.
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Nesrin Özdener. (2008) A comparison of the misconceptions about the time-efficiency of algorithms by various profiles of computer-programming students. Computers & Education 51:3, pages 1094-1102.
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Garry White & Marcos Sivitanides. (2005) Cognitive Differences Between Procedural Programming and Object Oriented Programming. Information Technology and Management 6:4, pages 333-350.
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Jeffrey J. KoobJoanie Funk. (2016) Kolb’s Learning Style Inventory: Issues of Reliability and Validity. Research on Social Work Practice 12:2, pages 293-308.
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John P. Charlton & Paul E. Birkett. (1999) An Integrative Model of Factors Related to Computing Course Performance. Journal of Educational Computing Research 20:3, pages 237-257.
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A. Goold & R. Rimmer. (1999) Indicators of performance in first-year computing. Indicators of performance in first-year computing.
Allan B. McBride. (2013) Creating a Critical Thinking Learning Environment: Teaching Statistics to Social Science Undergraduates. PS: Political Science & Politics 29:3, pages 517-521.
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Allan B. McBride. (2013) Creating a Critical Thinking Learning Environment: Teaching Statistics to Social Science Undergraduates. PS: Political Science & Politics 29:03, pages 517-521.
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Allan McBride. (2013) Teaching Research Methods Using Appropriate Technology. PS: Political Science & Politics 27:3, pages 553-557.
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Allan McBride. (2013) Teaching Research Methods Using Appropriate Technology. PS: Political Science & Politics 27:03, pages 553-557.
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Sabine E. Severiens & Geert T. M. Ten Dam. (1994) Gender differences in learning styles: A narrative review and quantitative meta-analysis. Higher Education 27:4, pages 487-501.
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Thomas Moore, Michael Wick & Blaine Peden. (1994) Assessing student's critical thinking skills and attitudes toward computer science. ACM SIGCSE Bulletin 26:1, pages 263-267.
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