Association of Kinesthetic and Read-Write Learner with Deep Approach Learning and Academic Achievement

Kumar, Latha Rajendra; Voralu, Kirtanaa; Pani, S. P.; Sethuraman, KR

doi:10.36834/cmej.36538

Cited by 6 publications

(1 citation statement)

References 9 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Generally, students who adopt a surface approach tacitly accept information and memorization as isolated and unrelated facts. For them, learning is motivated by a predominant desire to learn for the sake of examinations or to finish a course of instruction [ 1 , 2 ]. They are confined to specific learning objectives and syllabi of the course.…”

Section: Introductionmentioning

confidence: 99%

Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students

Mogre

Amalba

2014

J Educ Eval Health Prof

View full text Add to dashboard Cite

Purpose:We investigated the validity and reliability of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in preclinical students in Ghana.Methods:The R-SPQ2F was administered to 189 preclinical students of the University for Development Studies, School of Medicine and Health Sciences. Both descriptive and inferential statistics with Cronbach’s alpha test and factor analysis were done.Results:The mean age of the students was 22.69± 0.18years, 60.8% (n=115) were males and 42.3% (n=80) were in their second year of medical training. The students had higher mean deep approach scores (31.23±7.19) than that of surface approach scores (22.62±6.48). Findings of the R-SPQ2F gave credence to a solution of two-factors indicating deep and surface approaches accounting for 49.80% and 33.57%, respectively, of the variance. The scales of deep approach (Cronbach’s alpha, 0.80) and surface approach (Cronbach’s alpha, 0.76) and their subscales demonstrated an internal consistency that was good. The factorial validity was comparable to other studies.Conclusion:Our study confirms the construct validity and internal consistency of the R-SPQ2F for measuring approaches to learning in Ghanaian preclinical students. Deep approach was the most dominant learning approach among the students. The questionnaire can be used to measure students’ approaches to learning in Ghana and in other African countries.

show abstract

Section: Introductionmentioning

confidence: 99%

Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students

Mogre

Amalba

2014

J Educ Eval Health Prof

View full text Add to dashboard Cite

show abstract

Learning styles of physiotherapists: a systematic scoping review

2019

View full text Add to dashboard Cite

BackgroundUnderstanding students’ learning styles, and modifying teaching styles and material accordingly, is an essential to delivering quality education. Knowing more about the learning styles of physiotherapy learners will assist educators’ planning and delivering of learning activities. The purpose of this scoping review was to explore what is published about physiotherapy learning styles.MethodsAn adapted Arksey and O’Malley framework was applied to undertake this systematic scoping review. Nine electronic databases (CINAHL, BIOMED CENTRAL, Cochrane, Web of Science, PROQUEST, PubMed, OTseeker, Scopus, ERIC) were searched using the keywords: ‘learning styles’ and ‘physiotherapy’. English-language, primary research articles that investigated physiotherapy learners’ learning styles were sought.ResultsOf 396 potentially-relevant articles, 15 were included in this review. The studies mostly reflected undergraduate students (910 undergraduates, 361 postgraduates, 23 professionals), in developed countries. Nine articles used the Kolb’s experiential learning theory (ELT); one study applied Honey and Mumford’s approach; two studies used the Gregorc model of cognition and three studies did not specify an underlying theory. Outcome measures included different versions of Kolb’s Learning Style Inventory, the visual-aural-read/write-kinesthetic questionnaire, Gregorc style delineator, Felder Silverman’s Index of Learning Survey, and Honey and Mumford’s Learning Style Questionnaire.The preferred physiotherapy learning styles, according to the ELT, seem to be Converger (learns “hands-on” and applying previously attained knowledge) and Assimilator (gathers and organises information to make the most sense).ConclusionsBoth physiotherapy learners and physiotherapists have specific learning styles of active participation, underpinned with practical examples of theoretical concepts. More research is needed in developing countries, and on postgraduate and professional physiotherapy learners’ learning styles. Also, further research should focus on defining and describing physiotherapy learning styles in a way to be used as an industry standard; and developing valid and reliable learning style outcome measures applicable across physiotherapy learners and settings.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1434-5) contains supplementary material, which is available to authorized users.

show abstract

The Preferred Public Health Medicine Learning Styles among Medical Students

Rahim

Maideen²,

Rashid³

et al. 2019

IJLTER

View full text Add to dashboard Cite

Learning styles varies from one student to another, influenced by various factors. The study aims to determine the student's preferred learning styles in the subject of Public Health Medicine and to provide input to the curriculum designers to reduce the mismatch between the learning styles and teaching methods in the subject. A cross-sectional study was conducted among undergraduate medical students at RCSI & UCD Malaysia Campus (RUMC). A structured questionnaire was used to collect data on socio-demographic factors and Index of Learning Styles (ILS) was used to measure the different learning styles preferred by students. Factors associated to the learning styles were examined by multinomial logistic regression. A total of 366 medicals students voluntarily participated in the study. The majority of them had a fairly well balanced learning style for active/reflective (59.56%), sensing/intuitive (53.28%), and sequential/global (65.03%) domains, but preferred more visual learning style (57.65%) as compared to verbal. Six factors were significantly associated with learning style preferences which include age, race, fathers' occupation, mothers' occupation, and pre-university education. Majority of the medical students were well balanced in three dimensions. Social status and educational background influenced the learning style preferences in Public Health Medicine course.

show abstract

Association of Kinesthetic and Read-Write Learner with Deep Approach Learning and Academic Achievement

Cited by 6 publications

References 9 publications

Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students

Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students

Learning styles of physiotherapists: a systematic scoping review

The Preferred Public Health Medicine Learning Styles among Medical Students

Contact Info

Product

Resources

About