Presentation Schedule
Generational Differences in Sequential Versus Global Learning Styles: Insights from First-Generation and Continuing-Generation College Students (92176)
Session Chair: Hilary Ng
Friday, 28 March 2025 10:15
Session: Session 1
Room: Room 607 (6F)
Presentation Type: Oral Presentation
The education attainment of first-generation students is usually more challenging than their continuing-generation peers. However, there is insufficient attention to understanding the learning experiences unique to first-generation students, which are crucial for creating inclusive educational practices that support their academic success. This exploratory study addresses this gap by examining their learning styles, as these styles reflect how students organize and process the learnt information. Specifically, using the Index of Learning Styles Questionnaire, this study focuses on the sequential-global dimension. This dimension is important because it captures distinct cognitive approaches: sequential learners favour structured, step-by-step strategies, and global learners adopt a holistic perspective.
A sample of 318 university students (68% first-generation students) participated in this study. First-generation students showed a higher mean score (mean = 2.74, SD = 0.75) than continuing-generation students (mean = 2.55, SD = 0.69). Results from an independent samples t-test showed that the difference was significant, t(316) = -2.246, p = 0.025. This suggests that first-generation students tend to adopt the sequential approach to learning. Such preferences likely reflect adaptive strategies that emphasize clarity and predictability. In contrast, continuing-generation students, usually with prior exposure to the norms in higher education, maybe more inclined toward a slightly global orientation.
These findings highlight the need for inclusive teaching practices, such as structured instruction and scaffolded learning opportunities, to accommodate diverse learning preferences. Finally, this study calls for future research to explore the long-term implications of these differences and their impact on academic success so that everyone can succeed.
Authors:
Hilary Ng, Hong Kong Metropolitan University, Hong Kong
About the Presenter(s)
Dr Hilary Ng is a University Assistant Professor/Lecturer at Hong Kong Metropolitan University in Hong Kong
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