Studies have also been conducted to determine if there is any relationship between students’ learning style and their success in learning particular programming languages (Thomas, Ratcliffe, Woodburry, & Jarman, 2002). Similar research on how students can best learn computer programming languages have focused on what are the best teaching styles to complement the various learning styles of students (Bayman & Mayer, 1988). Learning styles have been measured using the Myers-Briggs Type Indicator (MBTI), the Index of Learning Styles (ILS) Questionnaire (Soloman & Felder, 2009), and the Gregorc Style Delineator (GSD) (Gregorc, 1984).
Using the ILS, Thomas et al. (2002) found that reflective learners were better programmers than active learners, and verbal learners had higher scores than visual learners (2002). Davidson and Saveyne (1992), using the GSD found that abstract sequential mindsets correlate with a better ability to learn a programming language than other mindsets while those with abstract random mindsets have a negative correlation. There was no correlation among those students with a concrete learning style.