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Secondly, there is a significant correlation between the learning style factor and theformative and summative grades under blended learning, which indicates that the learningstyle factor has a direct and obvious impact on the learning outcomes of students underblended teaching. Compared with traditional teaching classes, blended teaching has strongflexibility and sufficient personalization, which can satisfy the requirements of studentswith different learning styles. At the same time, learning style is a subset of everyone'scognitive style. As learners have great differences in learning ability, especially in the wayand speed of gathering and managing information, taking shape of knowledge andapplying it in new situations, individual differences among different learners are obvious.Therefore, learning style inevitably has a significant impact on learning outcomes.

Thirdly, students with different learning styles perform differently in blendedlearning, which is related to their unique learning style characteristics and learningexperience. The study found that divergent and accomodative students performed best inthe blended learning process. Convergent students performed best in the final grade, whileassimilative students scored lowest in both the formative assessment and the final grade.This shows that students with divergent and accomodative learning styles perform betterin the blended learning process that emphasizes learning process and ability improvement,which further indicates that students with these two learning styles are more suitable forthe blended teaching. Convergent students have better final scores, but their formativeevaluation performance is not as good as divergent and accomodative students.Assimilative students are the least suitable one for blended teaching, which requires timelyadjustment of teaching strategies in future curriculum setting to improve the learningoutcomes under blended teaching of convergent and assimilative learning styles.

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