Learning Styles and Academic Outcomes: A Longitudinal Study on the Impact of a Problem-Based Learning Curriculum (original) (raw)
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Exploring Learning Styles in Students Attended Problem-Based
Purpose: Learning style differs among students; 4 were identified by David A. Kolb (1984). Learning style identification plays a vital role in enhancing learning performance in response to choice of approaches to engaging students, particularly for Problem-based learning (PBL) methods used in Hue University of Medicine and Pharmacy. This research aimed to identify the learning styles of those students responding to PBL packages and investigate relationships between their learning styles and academic performance. Methods: The cross-sectional study was conducted nursing students (N=135) who engaged with PBL packages in the subject Fundamental Nursing 3 in the second semester of the academic year 2016-2017. A questionnaire consisted of items on general characteristics, a learning style scale (Kolb LSI 3.1), and details around academic performance. Data were analyzed by using SPSS 22.0 program. Results: The findings indicated that the diverging is the descriptor of the preferred learning style of 43.7% nursing students; 24.4% represented the converging style; the accommodating style accounted for 18.5% and assimilating style was 13.3%. Our study had not yet found the effect of learning methods on the academic performance of nursing students (toward Formative result: F=0.872, p=0.235; toward Summative result: F=1.116, p=0.345). Conclusion: A majority of nursing students chose the diverging learning style over others but there was no significant difference between academic performance and learning styles. Therefore, teachers should be flexible and use different stimuli for learning in order to attempt to engage learners in stimuli for learning about different situations, irrespective of their preferred style for learning. It is important to provide optimal learning environments for most students.
Problem-Based Learning and Learning Styles: The impact on Student’s Learning Outcomes
Jurnal Pendidikan Bisnis dan Manajemen, 2019
This study aimed to determine the magnitude of the influence of the problem-based learning model and learning styles on student learning outcomes at SMK Bina Pangudi Luhur Jakarta. The research method used in this study was a survey method with a population of 105 students in the X grade and the sampling technique was proportional random sampling. The result was a significant direct and indirect influence between the problem-based learning model on student learning outcomes, learning styles on learning outcomes, the problem-based learning model on student learning styles, as well as the problem-based learning models and learning styles on the learning outcomes of students of class X at SMK Bina Pangudi Luhur Jakarta. In addition to the problem-based learning model and learning style, student learning outcomes were also influenced by other factors. Therefore, further research can examine more closely the other factors that influence student learning outcomes.
Creative Education, 2010
Context: Recently, problem-based learning (PBL) methods have been incorporated into occupational therapy (OT) curricula as in healthcare curricula worldwide. Yet, most studies examining the effectiveness of these methods have not taken into account the individuals' learning style and occupational functioning, despite of their importance. Objective: Our research examined the question of whether specific learning styles correlate with a higher self-evaluation by occupational therapy students of their occupational functioning (learning, studying) during a new course incorporating PBL method and with greater course satisfaction. Methods: 40 female students took part in the study. The various learning demands in the new PBL course are described. We assessed students' learning styles using Felder's Index of Learning Styles, while Self-Assessments of Occupational Functioning (SAOF) provided learning outcome data. We used both a modified 23-item SAOF and a novel 26-item adapted version, to examine the occupational functioning required of healthcare practitioners. Course satisfaction was assessed accordingly. Results: Occupational therapy students adopt all learning styles (sensing, intuitive, visual, verbal, active, reflective, sequential, and global) equally. Nevertheless, two-tailed Pearson's tests revealed that a sensing (i.e. practical, facts-oriented) learning style most strongly correlates with greater assessed occupational functioning in the areas of habituation and performance, e.g. time organization, routine flexibility, and communication (r = 0.33, p < 0.05). An intuitive learning style correlates with a significant ability to identify problems (r = 0.35, p < 0.05) and set goals (r = 0.36, p < 0.05), and global learning style yielded greater course satisfaction (r = 0.56, p < 0.05). Conclusions: Students having sensing and intuitive learning styles gain most from the use of PBL method. Thus, the apparently contradictory findings of earlier research regarding the efficacy of PBL methods may have arisen from differences in the learning styles of the populations surveyed. Since problembased and traditional teaching methods appear to suit different learning styles and to better impart different skill sets, they should be regarded as complementary.
International Journal of Higher Education
It is unknown if matching students’ preferred learning style with course delivery style improves academic success and further study is warranted in this area (Feely & Biggerstaff, 2017; Newton & Miah, 2017). Recently, there has been a call to better identify and understand the preferred learning styles of physical therapy education students and the effect this has on education (Brudvig, Mattson, & Guarino, 2016; Lowdermilk, 2016). While the benefit of matching teaching and learning styles has been investigated in other academic disciplines, it has not been investigated in physical therapy education. The purpose of this study was to determine if student preferred learning style is related to success in a learner centered problem-based learning formatted class and program, specifically for physical therapy students. Results provide insights into preferred learning styles and student achievement in a problem-based learning centered Doctoral level Physical Therapy Program.
Journal of Problem-Based Learning
Purpose: Learning style differs among students; 4 were identified by David A. Kolb (1984). Learning style identification plays a vital role in enhancing learning performance in response to choice of approaches to engaging students, particularly for Problem-based learning (PBL) methods used in Hue University of Medicine and Pharmacy. This research aimed to identify the learning styles of those students responding to PBL packages and investigate relationships between their learning styles and academic performance.
The Influence of Pedagogy on Problem-based Learning Students' Perceptions of Knowledge
Problem-based learning requires students to work in small groups and apply knowledge they see as relevant to a given problem or learning task. Previous research has explored students' experiences of problem-based learning in relation to learning styles, however, differences in how students perceive knowledge has received little attention in the literature. Drawing on the theories of Basil Bernstein, this study explored occupational therapy students' perceptions of knowledge. Twenty students were sampled on the basis of their having followed two, different, educational pathways into a problem-based occupational therapy undergraduate course. Qualitative interviews were used to gather students' perceptions of occupational therapy knowledge and the findings show that in the first year of the problem-based course the students' views on knowledge could be contrasted according to their respective educational pathway. Different interpretations of knowledge have consequences ...
Journal of Medical Education
Background: A large number of factors affect the learning process. Objectives: This study aimed to assess the relationship of learning styles and attitudes towards problem-based learning with academic success in preclinical medical students. Methods: This cross-sectional study was conducted at the Medical Faculty of Ondokuz Mayıs University (Samsun, Turkey) during May 1st and 31st, 2019. First, second, and third-year students were included in the study. Survey was used as the data collection method. Grasha-Riechmann Learning Style Scale and Problem-Based Learning (PBL) Attitude Scale were included in the survey form besides a socio-demographics form. Overall, 612 (72.3%) students participated in the study. Results: The highest mean value regarding the learning styles of the medical students was related to the independent learning style, and the lowest mean value was related to the competitive learning style. It was determined that the independent learning style was more dominant in ...
European Journal of Psychology of Education, 2016
In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students' use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149-171, 1998). In addition, the relation between time invested in self-study Eur and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment. R 2 deep processing = .05; R 2 stepwise processing = .07; R 2 concrete processing = .04; R 2 self-regulation = .09; R 2 external regulation = .07; R 2 lack of regulation = .03 *p < .05; **p < .001
Occupational Therapy Students' Perceptions of Knowledge and Problem-based Learning
2011
Problem-based learning requires students to work in small groups with a tutor, on a problem scenario that needs to be solved. Previous research has explored students' experiences of problem-based learning in relation to students' learning styles, however, differences in how students perceive knowledge has received little attention. Drawing on the theories of Basil Bernstein, this study explored occupational therapy students' perceptions of knowledge. Twenty students were sampled on the basis of their having followed two, different, educational pathways into a problem-based course; the traditional A level route or through qualifications in healthcare. Interviews were used to gather students' perceptions of occupational therapy knowledge and the findings show that in the first year of the problem-based course the students' views on knowledge differed according to their respective educational pathway. Different interpretations of knowledge have consequences in how students engage with problem-based learning and how they approach assessment tasks.