A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2017; you can also visit the original URL.
The file type is
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, a n d 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 academicdoi:10.5032/jae.2000.02046 fatcat:2vcsqp7xxrdn3jespttkb32iua