STUDENT PERCEPTIONS OF A TEXT-PLUS-PICTURE CASE STUDY: COGNITIVE STYLE DIFFERENCES

Abstract

This research examines the effects of visual-verbal cognitive style on student perceptions of a text-plus picture learning activity in a case study context. Ninety-three students, enrolled in four sections of the Principles of Marketing course at a private university in Turkey, participated in the study. Results reveal that text-plus-picture case study learning activity can be considered as an effective instructional method that appeals to both visual and verbal learners. In addition, highly developed visualizers are likely to find the text-plus-picture case study more satisfactory and interesting than less developed visualizers, whereas highly and less developed verbalizers show no differences. Moreover, highly developed visualizers tend to consider the text-plus-picture case study as more enjoyable and satisfactory compared to highly developed verbalizers.