The purpose of this research was to investigate if significant relationships existed among learning style, learning performance, and learning autonomy of adult learners enrolled in traditional and non-traditional Associate Degree Nursing programs.

The sample consisted of 202 freshmen and sophomore students in two associate degree nursing programs. Data were collected using the Autonomous Learner Index (ALI), the Kolb Learning Style Inventory (LSI), a preference mode questionnaire and a demographic questionnaire. Data were analyzed using the Chi-square and Pearson Product-Moment coefficient tests.

Results revealed that a majority of the sample population were concrete learners with accommodative and divergent learning styles. A majority of subjects preferred the demonstration mode of instruction. At a level of significance the subjects rejected the self-paced and self-study modes of instructions. These same subjects also preferred the traditional lecture and discussion mode of instruction as well as the use of visual aids to explain concepts. A majority of the subjects were found to be autonomous learners; however, learners in the traditional program were significantly more autonomous than those in the non-traditional program. Autonomy was not influenced by student status (freshmen and sophomore), but subjects who held jobs at the time of the study tended to be more autonomous than subjects who did not.

Findings of this study support the need for planners of teaching/learning activities to offer variety for adult nursing students.