Association of Visual, Aural, Read/Wite, and Kinesthetic (Vark) Learning Styles and Academic Performances of Dental Students (original) (raw)
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Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire
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Students have unique preferences when it comes to knowledge acquisition, information processing, retention in memory, and recall. This study is aimed at examining the preferred learning styles of medical and dental undergraduate students of Pakistan. It is also aimed at investigating the influence of gender, preclinical or clinical academic year, and academic record on the preferred learning style. A descriptive cross-sectional study was conducted in Pakistan. The learning styles of undergraduate students were identified using visual, aural, read/write, and kinesthetic (VARK) questionnaire. Students were also asked about their satisfaction towards teaching style of their teachers in institute. Descriptive statistics were done to characterize the learning styles of the students. The Fisher test and chi-square test were used to compare the learning preferences between genders and public/private sector students and among preclinical/clinical years. A p value of less than 0.05 was consi...
Annals of PIMS-Shaheed Zulfiqar Ali Bhutto Medical University
Objective: To determine the preferred learning styles of undergraduate dental students at the Foundation University College of Dentistry, Islamabad. Methodology: A cross sectional study was conducted at Foundation University College of Dentistry, Islamabad in January 2020 over a period of 2 weeks. On the basis of VARK questionnaire, learning styles of first to final year undergraduate dental students were analysed. The questionnaire consisted of 16 items and identified four different learning styles: visual, aural, reading/writing and kinaesthetic. A total of 132 students were included in this study. The filled out questionnaires were scored according to the VARK tool and then statistically analysed to determine the distribution of different learning styles among students. Results: A total of 126 students out of 132 responded with the response rate of 95.5%. The results showed that the frequency of a single learning style (unimodal) in the study population was 63.5% while the freque...
Advances in medical education and practice, 2018
Students differ in their preferred methods of acquiring, processing, and recalling new information. The aim of this study was to investigate the learning style preferences of undergraduate dental students and examine the influence of gender, Grade Point Average (GPA), and academic year levels on these preferences. The Arabic version of the visual, aural, read/write, and kinesthetic (VARK) questionnaire was administered to 491 students from the first- to the fifth-year academic classes at the College of Dentistry, King Saud University. Descriptive statistics were used to characterize the learning styles of the students, and Chi-square test and Fisher's test were used to compare the learning preferences between genders and among academic years. Significance was set at a -value of <0.05. A total of 368 dental students completed the questionnaire. The multimodal learning style was preferred by 63.04% of the respondents, with the remaining 36% having a unimodal style preference. T...
Journal of Educational Evaluation for Health Professions, 2018
Purpose: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learn...
The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students
Advances in Medical Education and Practice
Background: Learning style is a factor influencing academic achievement. There are contradictory results in studies on the relationship between learning styles and academic achievement. The current study aimed at investigating the relationship between learning styles and academic achievement in dental students. Methods: In the current descriptive-analytical study, 184 dental students were selected by simple random sampling. The VARK questionnaire was used as the data collection tool. The grade point average (GPA) of previous semester was used as an indicator of academic achievement, and accordingly, students were divided into two groups of strong (GPA ≥15) and weak (GPA ≤14.99). Results: The most common learning styles in strong students were unimodal (n = 55, 42%) and bimodal (n = 41, 31.3%), while they were unimodal (n = 28, 47.2%) and bimodal (n = 24, 45.3%) in the weak students. There was no significant relationship between learning styles and academic achievement in the two groups of strong and weak students. Conclusion: No significant relationship was found between learning style and academic achievement. Further studies with larger sample sizes are recommended. Further studies with larger sample sizes are recommended.
Relationship between Learning Style and Academic Status of Babol Dental Students
Electronic physician, 2016
Introduction: Identifying and employing students' learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students' final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods: This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual-aural-reading/writing-kinesthetic (VARK) learning styles' questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results: Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion: The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students.
SciDoc Publishers, 2021
Learning is a process whereby one acquires knowledge, skills, values and attitudes through teaching, study and experience. Learning leads to a relatively permanent change in a person’s knowledge or behaviour [1]. Learning styles and learning approaches are two different processes of learning [2]. Various learning styles are used in the process of learning and gaining the information. Every student is different in one’s own way of perceiving, processing and retaining the information and has a unique learning style.
The perceptual preferences in learning among dental students in clinical subjects
Journal of clinical and diagnostic research : JCDR, 2013
VARK is a questionnaire which was developed by Neil Fleming (www.vark.learn.com), who was a teacher and an educator in New Zealand, with respect to the perceptual preferences in learning. V stands for Visual- the students learn best from pictures, graphs and diagrams. A stand for Aural - the students learn best from spoken words, lectures and discussions. R stands for Reading - the students learn best from reading and writing texts. K stands for Kinesthetic - the students learn best when they move their bodies and manipulate things with their own hands. The aim of the recent study was to investigate the learning styles among the dental students in our clinical set up. The VARK-questionnaire contains 13 multiple-choice- questions with four possibilities to select an answer. Each possibility represents one of the four modes of perception. But, one can select more than one answer for each question, which is necessary for the identification of the poly modal modes of perception and lear...
Assessing Female Dental Students Learning Style Preference
Journal of Healthcare Communications
Background: Dentistry education requires a great deal of hands-on learning as well as content-based learning. Although each individual has a unique learning style, our group of educators sought to understand the predominant learning style preferences of a cohort of 84 dental students. The aim of this study was to investigate the learning style preferences of first, second and third year Saudi female dental students in the College of Dentistry. Materials and method: The research team invited all students at a large, allfemale university in Riyadh, Saudi Arabia to engage in a cross sectional study. This project assessed learning styles using the Visual, Aural, Read-write, and Kinesthetic (VARK) questionnaire. Results: A total of 84 female dental students (more than 3/4 of the entire dental college cohort) returned the completed the questionnaire. The majority (91.5%) were between the ages of 19-22 years old. Just over half of students (54.7%) preferred multimodal learning style preference, meaning that they had no specific strong preference for a single learning style. Of those who had a strong preference for a specific, Kinesthetic (learning by doing) was the most commonly chosen (20.2%). Conclusion: The majority of the female dental students in this cohort preferred a mixed learning method. For those who had a single, strong preference, learning by doing ranked highest. The results of this study can provide useful information for educators of the learning style preferences of students and facilitate student learning by developing appropriate teaching strategies. Relying less on demonstration and more on hands-on and mixed method teaching may be the most pleasurable and productive strategy for this cohort.
Preferred Learning Mode of Education and Dental Students: A Cross Sectional Study
DENTAL, 2019
Objective: Every student has different learning style to acquire new information. This study was performed to evaluate the learning style likings of undergraduate dental students. Material and Method: The VARK questionnaire was administered to 40 1st year and 80 Intern dental students to evaluate their liking mode of education. Completed questionnaires were scored and calculated to evaluate the distribution of VARK preferences with student t-test. Results: Among study participants 50% of 1st year students were more with quadmodal whereas 55% of Intern students preferred unimodal in which kinesthetic was main mode. Mean score for V and A mode was significantly more for 1st year students than Intern students. Conclusion: The dental students of the present study had shown varied learning preferences. The VARK questionnaire is a relatively easy and straightforward method to disclose the education method preferences for any student or a category of students. Dental education providers should adapt their education conveyance procedure to estimate the new teaching preferences for the students. Dental students should be motivated to modify a multimodal method of learning to improve their academic skills.