Effects Of Matching And Mismatching Corporate Employees Perceptual Preferences And Instructional Strategies On Training Achievement And Attitudes

Abstract

This study analyzed the: (a) effects of matching and mismatching instructional strategies on the training-achievement test scores of employee classified according to their learning style perceptual preferencesauditory, visual, tactual, kinesthetic, or non-preferenced and (b) results each strategy produced on attitudes toward each of the two instructional strategiesauditory/visual and tactual/kinesthetic/visual. The perceptual preferences of 314 Route Sales Representatives were identified. Advanced driving-safety training materials were translated into two lessonsone auditory strategy with visuals, and one tactual/kinesthetic strategy with visualswhich the subjects received during a one-month period. A semantic differential scale assessed attitudes toward each of the two strategies. Four 3 x 2 ANOVAS for the identified, and then matched and mismatched, perceptual preferences were employed. Dependent variables of achievement and attitude toward instruction were assessed for each of the two training sessions. Significant differences emerged when subjects were matched and mismatched with instructional strategies congruent and incongruent with their diagnosed perceptual preferences. Achievement scores were significantly higher (p>.0001) for both sessions, as were attitudes (p>.0001) for Session 2, in complementary instructional treatments.