Proposal Title

College Bound Divergent Learners

Proposal Abstract

The divergent learner can be defined as a global, non-sequential learner. This study found the divergent learner's style of learning to be incongruent with the traditional college setting. A survey was administered to undergraduate college students. Data analysis using a Pearson intercorrelation matrix indicated that levels of divergence may affect a student's success in college. Findings suggest that higher levels of divergence in males tend to yield lower college grade point averages. Implications from this analysis indicate that these settings do adversely affect their academic performance. A longitudinal study is needed to determine if divergent males are less likely to attend a four year college. The objective of this session is to share the results of this study as well as what can be done to accommodate divergent learners to ensure college success. This session will entail interactive discussion of these results.

Location

Concourse

Publication Type and Release Option

Presentation (Open Access)

Share

COinS
 
Mar 11th, 4:00 PM Mar 11th, 5:45 PM

College Bound Divergent Learners

Concourse

The divergent learner can be defined as a global, non-sequential learner. This study found the divergent learner's style of learning to be incongruent with the traditional college setting. A survey was administered to undergraduate college students. Data analysis using a Pearson intercorrelation matrix indicated that levels of divergence may affect a student's success in college. Findings suggest that higher levels of divergence in males tend to yield lower college grade point averages. Implications from this analysis indicate that these settings do adversely affect their academic performance. A longitudinal study is needed to determine if divergent males are less likely to attend a four year college. The objective of this session is to share the results of this study as well as what can be done to accommodate divergent learners to ensure college success. This session will entail interactive discussion of these results.