<![CDATA[This study examines learning style tendencies among early adult Community Education students and compares their distribution across three cohorts. It responds to limited evidence on Kolb-informed experiential learning tendencies in community education, especially when such data are used for program-level pedagogical reflection rather than psychological labeling. A quantitative cross-sectional descriptive-comparative survey was conducted with total sampling of complete and valid responses from active students in the 2022, 2023, and 2024 cohorts (N = 210). An 18-item practical inventory, conceptually mapped to Kolb's experiential learning dimensions, classified tendencies into diverging, assimilating, accommodating, and converging. Data were analyzed using frequency distribution, cross-tabulation, chi-square test, and Cramer's V. Results showed that diverging was the most common tendency (34.8%), followed by assimilating (33.8%), accommodating (19.5%), and converging (11.9%). Cross-cohort differences were not statistically significant (χ²(6, N = 210) = 4.60, p = .596, V = .10). The findings indicate a stable reflective profile and support multimodal experiential pedagogy for classroom learning and community lab-site practice.]]>
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