Content area
Abstract
Sixty three classified (non-certificated/non-teaching) employees working for a large southwestern school district, and 60 students attending a large Southwestern university voluntarily enrolled in either an instructor-based (IBT) or computer-based training (CBT) version of a training program were assessed on learning styles and level of self-efficacy. This study examined IBT and CBT to determine whether individuals with different learning styles would perform best in a particular modality. Self-efficacy (high vs. low) was another important learner characteristic that was included in this study to better understand the role it played in the learning process. Results indicated no significant main or interaction effects; however, when groups were separated into employee vs. student samples exploratory indicated a significant main effect for self-efficacy and interactions effects whereby employees scored higher on the self-efficacy scale and post-training assessment. Employees also performed significantly better on the post-training test in the CBT environment than in the IBT.
