An Exploration of Learning Style Preferences Based on Gender of Indonesian Nursing Academy Students (original) (raw)
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Students have different learning styles and it is essential to understand it to select appropriate methods of teaching suitable to the learning styles of students for better learning outcomes. This study employed a descriptive and exploratory design. The study sample included 191nursing students: 97 students from I-year B.Sc (N) and 94 students from IV-year B.Sc (N) of Apollo college of Nursing, Chennai. Total enumerative sampling technique was adapted for this research study. A self administered questionnaire on VAK learning style indicators was used for collecting data. Most of the students are opting Kinesthetic learning style by I B.Sc (N) Yr Students, Majority of IV yr students are following the style of auditory Learning. From the result Beginners (I B.Sc (N) are following kinesthetic Style of Learning, but who is having experience in the field of Nursing (IV Yr B.Sc(N) are following auditory style of Learning. By this research, Beginners (discovery learners) are always used to adopt kinesthetic style of learning, since they are new to the field, Maturity students are used to adopt Auditory Learning.
Gender Comparison on the Factors Affecting Students' Learning Styles
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Abstract:-This study analyzed the gender comparison on the factors affecting students' learning style. The data were collected using a survey form which was distributed randomly. The number of respondents was 189 students. The methodologies used were descriptive ...
American Journal of Nursing Science, 2015
Background: The Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Objective: The Relationship between Learning style and undergraduate nursing students' Academic Achievement in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran Methods: A correlational cross sectional study was conducted. The subjects of this study were Undergraduate nursing students 232 from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous learning style questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Kolb's Learning Style Inventory (c) Academic achievement. An initial version of the questionnaire was piloted on a small group of nursing students as the context was validated by a panel of expertise in nursing education. All ethical considerations were applied in this study. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, and undergraduate nursing students' academic achievement. One hundred-Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was Abstract Conceptualization (37.5%). In addition, Active Experiential (30.17%), Reflective Observation (19.83%) and Concrete Experiencing (12.5%) were in the next order in LS of students. The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning style and Academic Achievement (P> 0.05). There was a relationship between Learning styles and gender (P<0.05). There was a relationship between learning style and academic level (P=0.041). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses' educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning.
Learning style preferences of undergraduate nursing students
Nursing Standard, 2007
changing, with greater numbers of male students entering nursing education programmes (Nursing and Midwifery Council 2005). The increasingly heterogeneous background of nursing students has resulted in different abilities, skills and experiences. These challenges need to be addressed through structured approaches to learning and teaching activities. A range of approaches has been advocated to optimise learning activities and meet the learning needs of students. The requirement to provide a range of teaching approaches has been highlighted in response to UK government reports on the impact of technology on teaching and learning (National Committee of Inquiry into Higher Education 1997). The report of the National Committee of Inquiry into Higher Education (1997) endorsed learner-centred approaches and emphasised that learners should come to know their own learning styles. For learning tasks, the report stated that 'an effective strategy is to guide and enable learners to be effective learners, to understand their own learning styles and to manage their own learning' (National Committee of Inquiry into Higher Education 1997). To provide effective learning and positive educational outcomes, nurse educators have integrated a variety of learning and teaching strategies depending on their teaching styles. Educators have known for years that learning styles affect the way students learn, and significant relationships have been identified among learning styles preference, including gender, personality, student retention, clinical education and academic achievement (Vittetoe and Hooker 1983, O'Brien and Wilkinson 1992, Nelson et al 1993, O'Brien 1994). Thus, learning style preferences influence the way in which students respond to an educational programme in relation to mastering its goals and objectives. Learning style preferences of undergraduate nursing students
Nursing Students' Learning Styles: Impact on their Academic Achievements
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Quick Response Code Abstract: Students' learning styles have been the center of several studies. Nevertheless, it remains complex and can be affected by many factors. Nursing students, for instance, are required to learn large quantities of theoretical content in a short time, which necessitates the use of different learning styles during their studies. Learning in health professional programs, such as nursing, requires various ways of teaching and learning. Studying nursing requires the ability to perform a great variety of clinical skills. Exploring the students' learning styles is considered one of the effective approaches for a good learning process. Many studies have explored the issue of learning styles among nursing students; however, there is little known about the learning styles of nursing students in Oman. Therefore, this article explains the importance of exploring the different learning styles among nursing students and it shed-lights on some theoretical models ...
A Comparative Study of Learning style among male and female students of class XI
The purpose of this study was to investigate differences between male and female students with reference to different dimensions of learning style. A sample of 100 boys and 100 girls studying in two senior secondary schools of Meerut city was randomly selected. The investigator had personally met the participants and administered the tool. Learning style inventory by Prof. K.S. Misra was used. Percentage and significance of percentage were calculated to analyse the data. The findings reveal that male students show significant preference towards figural and constructive learning styles while female students prefer verbal and reproducing learning styles.
International Journal of Learning, Teaching and Educational Research, 2016
There have been many attempts to study the different elements that are keys to academic performance students learn as measured by their learning styles and how this will translate to academic success have been considered as an insignificant component in the academic success of students. This quantitative descriptive-correlational study aimed to determine correlation between learning styles and academics. The participants consisted of 304 nursing students who were randomly selected from eight nursing schools in Marawi City. The Perceptual Learning Style Questionnaire was utilized to carry out the rationale of the study. The results demonstrated that the students were generally doing fairly well in the nursing program and generally exhibited a close balance between all the learning styles. The four learning styles (Visual, Auditory, Tactile and Kinesthetic) were found to have been used by the students simultaneously as major learning styles with most of them expressing preference for ...
The effect of teaching based on dominant learning style on nursing students' academic achievement
Nurse Education in Practice, 2018
The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses.
Journal of Mahatma Gandhi University of Medical Sciences and Technology, 2016
Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning styl...
An Exploration of the Learning Style Among Undergraduate Nursing Students From An Indian Perspective
IOSR Journal of Nursing and Health Science
Individuals' perceptual preference for learning can be identified by using learning style inventories. This provides nurse educators a basis for planning effective and efficient instructional strategies. Objectives:The objective of this study was to determine the dominant learning styles of undergraduate nursing students and also to associate the selected demographic characteristics of undergraduate nursing students and their learning style Method / Design: The present study employed a descriptivecross sectional study design to explore the learning style of undergraduate nursing students. Data were collected using the demographic characteristics proformaand Kolb's Learning Style Inventory version 3.1.The study was conducted at two colleges of Nursing in South India. The sample included 326 undergraduate nursing students who were selected by consecutive sampling technique. Result: The response rate was 95.09% (n=310). Majority(50.3%) of the undergraduate nursing students investigated were of diverging learning style. There was a predominance of diverging learning style throughout the years of Bachelor of Science in Nursing Program. Conclusion:The study suggests nurseeducators to identify the learning style of the group and the remediation of teaching strategies to be planned based on the findings.