The impact of approaches to learning and cognition on academic performance in business and management

Results of a study into the relationships between students’ academic performance and their cognitive and learning styles are presented. A questionnaire containing three instruments assessing learning and cognition was distributed to second‐ and final‐year undergraduates studying on a general and business management degree. The outcomes of this are explored and analysed in relation to the students’ selection of modules and performance in assessments. The research explores whether students’ approaches to learning and cognition influence their selection of and performance in modules. This paper also incorporates consideration of the impact on performance of other factors, notably gender, and mode of study. Results show some impact of style on performance and module selection, but these are not consistent. The implications of this for higher education practice and learning and cognitive style research are discussed.