An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

doi:10.1080/10376178.2014.11081945

Cited by 35 publications

(29 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…4 Various studies investigated the relationship between learning styles and academic achievement in students of different disciplines. In some of these studies, a significant relationship was found between learning style and academic achievement, [8][9][10][11][12] while in some others, no significant relationship reported. 13,14 The current study was designed and conducted in light of the importance of knowledge of teachers about learners' learning styles, and contradictory results of different studies on the relationship between learning styles and academic achievement.…”

Section: Introductionmentioning

confidence: 99%

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

Mozaffari

Janatolmakan

Sharifi

et al. 2020

AMEP

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

Mozaffari

Janatolmakan

Sharifi

et al. 2020

AMEP

View full text Add to dashboard Cite

show abstract

“…34 One study did assess the academic performance of nursing students related to MBTI attributes. 35 There were no studies on the impact of MBTI on skills assessments. Waite and McKinney conducted the only study that leveraged the student's self-knowledge of personality type and applied it to a leadership development program in a nursing school.…”

Section: Resultsmentioning

confidence: 99%

Use of Personality Frameworks in Health Science Education

Childs‐Kean

Edwards

Smith

2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To review the use of personality frameworks by educators as a tool to increase selfawareness in health professions students. Findings. After screening titles, abstracts, and/or the full text of the 415 articles identified in an initial search, 71 articles involving personality frameworks were included in the study. Several different personality frameworks, including the Five-Factor Model, Myers-Briggs Type Indicator, the Rational Experiential Inventory, and the CliftonStrengths assessment, were used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature and only reported on the personality attributes of the given research cohort. Some studies correlated personality framework results with either learning or non-cognitive outcomes. Very few studies described using personality frameworks as a tool for self-awareness and growth. Summary. While some personality frameworks have been used in health science education for multiple purposes, there is currently a lack of published evidence documenting the use of these frameworks for self-awareness in students.

show abstract

“…El diagnóstico de los estilos de aprendizaje es de gran utilidad para implementar múltiples enfoques de enseñanza a partir de la diversidad, utilizando didácticas para responder a las necesidades de aprendizaje. Las evidencias sugieren que la planificación pedagógica basada en la diversidad de estilos de aprendizaje mejora el rendimiento académico (8,22), sobre todo, cuando se emplean varios enfoques de enseñanza en un programa de estudio; no obstante, no existen puntos finales respecto del efecto del manejo de didácticas específicas para cada estilo de aprendizaje (23) y se mantiene la recomendación de servirse de múltiples metodologías de enseñanza en un grupo de estudiantes.…”

Section: Discussionunclassified

Implicaciones de los estilos de aprendizaje en el uso de didácticas en la práctica docente

Fuentealba-Torres

Haltenhoff

2019

Av. enferm.

View full text Add to dashboard Cite

Objetivo: analizar los estilos de aprendizaje de los estudiantes de enfermería y discutir sus implicaciones en el uso de didácticas en la práctica docente.Metodología: a través de un muestreo consecutivo se reclutaron estudiantes de primero, segundo, tercero y cuarto año de enfermería. Se aplicó el Cuestionario Honey-Alonso de Estilos de Aprendizaje y un cuestionario demográfico. Se efectuó análisis descriptivo y test de normalidad en todas las variables. Se emplearon las pruebas Mann-Whitney y Kruskal-Wallis para el análisis entre los estilos de aprendizaje y las variables demográficas. Se examinaron correlaciones interestilo mediante el coeficiente de Pearson. Finalmente, se discutió la influencia de los estilos de aprendizaje en el uso de didácticas en la práctica docente. El error tipo I fue fijado en < 0,05 % en todos los test. Resultados: participaron 169 estudiantes con edad media de 24,5 años y predominancia de sexo femenino (81,7 %). El estilo de aprendizaje predominante fue reflexivo (53,8 %). Se identificó que la edad influye en la preferencia de los estilos de aprendizaje (p = 0,03) y que los estilos activo y pragmático; reflexivo, teórico y mixto se correlacionan positivamente (p < 0,05).Conclusiones: el estilo de aprendizaje reflexivo fue el más utilizado, sin embargo, existen múltiples preferencias de estilos de aprendizaje entre los estudiantes de enfermería. El docentetiene el desafío de hacer uso de diversas estrategias didácticas para facilitar el aprendizaje individual y grupal.

show abstract

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs

Cited by 35 publications

References 1 publication

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

<p>The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students</p>

Use of Personality Frameworks in Health Science Education

Implicaciones de los estilos de aprendizaje en el uso de didácticas en la práctica docente

Contact Info

Product

Resources

About