Matching instructional preference and teaching styles: a review of the literature (original) (raw)
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Tailoring Instruction According to Students' Learning Styles
Bulletin of the Transilvania University of Braşov, Series VII: Social Sciences and Law, 2012
The present study represents a continuation of a previous research in which we investigated the categories of teaching strategies that lead to the best academic achievement for students with specific learning styles. Based on the results obtained, we implemented an experimental investigation in order to determine the effects of learning-style-based instruction on the students' academic achievement. A sample of 66 participants was divided into an experimental group (N=34) and a control group (N=32). After the one-semester intervention, significant differences in academic achievement occurred at the level of the within subject design.
Learning style preferences and academic success of preclinical allied health students
Journal of allied health, 2013
Student learning style modality preferences, in preclinical classes, were assessed using the visual-aural-read/write-kinesthetic (VARK) inventory. Preferences were assessed for 137 preclinical students, including those in nursing, physician's assistant, physical therapy, athletic training, and natural science programs using the online VARK inventory. All classes contained a majority of multimodal and a significantly high proportion of kinesthetic learners. No correlations were noted between modality preference strength and assessment performance in general biology classes; significant correlations were discovered for kinesthetic preference among the same cohort in subsequent human anatomy (negative correlation) and general physiology (positive correlation) classes. Assessment performance of nursing students in an anatomy and physiology class resulted in correlations with aural (negative correlation) and visual (positive correlation) preference strengths. Study findings are used ...
Student Learning Preferences and Teaching Implications
Journal of Dental Education, 2004
One of the most serious challenges that dental educators face today is improving the level of student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preference survey linked to sensory modalities was given to students in the four classes of the Temple University School of Dentistry. New Zealand educator Neil Fleming developed the survey called VARK (an acronym for Visual, Aural, Read/Write, and Kinesthetic) in 1998. The purpose of this study was to measure the distribution of learning preference mean scores of the dental students and note any significant differences among classes, gender, and a sample population determined using 31,243 participants on the VARK website. Results clearly demonstrate that the dominant preference distributions for the two populations (dental student and sample population) are different. In particular, the proportions of learners who selected visual or kinesthetic are significantly different for the two populations, while the proportions of learners who selected aural or read/write are not significantly different. Dental students prefer visual learning at a higher percentage and kinesthetic learning at a lower percentage than the sample population measured in the VARK website. Inter-class differences varied, and gender differences were not significant. The distribution of dental student scores shows a preference for instructors who use strong visual presentations and facilitate note-taking during lectures. Dental educators should be aware of these differences in order to explore opportunities for making the educational experience more productive and enjoyable.
LEARNING STYLE PREFERENCES AND MEDICAL EDUCATION
Chiang Mai Medical Journal, 2010
Background Identifying the characteristics of individual students is seen as a potential way of improving course design and the learning outcomes of the individual. This study examined the learning style of pre-clinical students in medical school.
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.
Learning Styles research paper
It has long been established that students have a variety of learning styles. Clearly explain the ways through which an effective teacher caters for the learning styles of his/her students. " Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding. " quoted by Robert John Meehan. The purpose of education is to aid each student to achieve widespread development according to his/ her own qualities. To attain this, students should be afforded with suitable assistance and guidance in sync with their abilities and learning prerequisites, so that they can cultivate their fullest potential. According to Salvin (2012), learning can be defined as a relative change in behaviour brought about by experience whereas other theorists have outlined that learning in an acquisition of skills and knowledge through a particular experience. A learning style is a certain way that the mind receives and processes new information. To further develop, it outlines that each learner has distinct and consistent preferred ways of perception, organization and retention.
Journal of Evolution of Medical and Dental Sciences, 2021
BACKGROUND Learning modality preference is one of various components of learning style. This study has been done among medical undergraduate students to explore their learning mode preference and its relation to academic performance. METHODS We studied learning style as Sensory Mode Preference (SMP) and preferred Teaching Learning Methodology (TLM) of 4 th semester undergraduate medical students (n = 211; males = 168, females = 43) in Saudi Arabia. The validated VARK learning style questionnaire was used to determine SMP and standardized self-prepared questionnaire sheet was used to determine the most preferred TLM of students. We explored relationship between the determined sensory mode preferences of these students with their academic performance in the 2 nd semester. RESULTS Multimodal VARK (Visual + Auditory + Read-Write + Kinaesthetic) was the most preferred (25.5 %) LMP. There was significant difference between perceived SMP of male and female students. Significant difference was also found between perceived and determined SMP of students. There was significant difference between male and female students for the most preferred TLM. There was no significant correlation between SMP and academic performance. CONCLUSIONS Multimodal LMP is more common than unimodal in this group of medical students. There is strong preference for TLM in which there is provision for different learning styles. Students are generally not aware of their own learning styles and so there should be investigation of learning style of each student and they should be encouraged to find out their learning styles. This will help them in learning and in enhancing their metacognition. In an integrated medical curriculum, which comprises of variety of active teaching learning methodologies, limitation of learning styles can be nullified.
Learning style preferences of public health students
Journal of Medical Systems, 1996
Objectives. The learning style preferences of public health students are investigated. Learning styles, as defined by Kolb,(3) refer to the four distinct manners of processing information. Methods. Students' learning styles are analyzed for associations by gender, occupation, and public health program. The value of learning styles to predict students' preference for oral presentation versus written exams, performance on different types of exams, and course grade are studied. Results. Learning styles of the students sampled were neither predominantly of one learning style nor evenly distributed. Learning style preferences did not vary significantly according to gender, occupation, or public health program. Learning styles also did not predict the students' choice of oral presentation or written exam. Assimilators, however, scored significantly higher than the other three learning styles on the theoretical exam and in their course grade. Discussion. The authors suggest that public health instructors employ a variety of teaching methods and evaluative opportunities when class composition is initially assessed as having diverse learning styles. This 'instructional pluralism' is necessary to facilitate learning, maximize participation, and permit multiple pathways for students to demonstrate educational performance.