Grasha–Riechmann student learning style scales: an Argentinian version

Hoffmann, Agustín Freiberg; Liporace, Mercedes Fernández

doi:10.1108/jarhe-12-2019-0325

Cited by 3 publications

(4 citation statements)

References 54 publications

(62 reference statements)

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“…Different models have been developed over time to indicate students' overall approaches to learning and their perceptions of the teaching-learning environments. Popular models include Riechman and Grasha learning style [ 8 ], Dunn and Dunn learning style [ 9 ], Kolb's learning style [ 10 , 11 ], Gregorc learning style [ 11 ], Reid's learning style [ 12 ], and McCarthy learning style [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire

Fahim

Rehman²,

Fayyaz³

et al. 2021

BioMed Research International

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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 considered significant. A total of 1473 students participated in the study. Among the students, 39.37% preferred unimodal learning style whereas 60.62% preferred multimodal style. Kinesthetic (K) and visual (V) were the most preferred unimodal styles. The preferred learning styles of female students are aural (A), visual (V), and kinesthetic (K), whereas male students preferred visual (V) and kinesthetic more (K). Students with lower academic record chose unimodal styles in comparison to high achievers that chose multimodal styles. Students of clinical year preferred multimodal and quadmodal styles in comparison to preclinical year students. An alarming 78% of students were dissatisfied with their teacher’s instructional style. Majority of students prefer multimodal learning styles over unimodal style. Gender, public/private sector, and academic record have influence on the preference of learning styles. Majority of the students are dissatisfied with their teacher’s instructional style and rely on social media platforms for understanding. Academics need to adapt their teaching methods according to student preferences in order to get better graduates.

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Section: Introductionmentioning

confidence: 99%

Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire

Fahim

Rehman²,

Fayyaz³

et al. 2021

BioMed Research International

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show abstract

“…Furthermore, these scores originate from a single department, whereas learning styles pertain to their overall approach to subjects. Moreover, investigating the role of additional factors, such as instructional quality, study habits, and socio-cultural influences, may provide a more comprehensive understanding of the determinants of academic performance among medical students [ 17 , 18 ].…”

Section: Discussionmentioning

confidence: 99%

“…These scales categorize students into six distinct learning styles: independent, avoidant, collaborative, dependent, competitive, and participatory. The utilization of validated assessment tools ensures the reliability and validity of the data collected (18).…”

Section: Study Toolmentioning

confidence: 99%

Deciphering the Nexus: Exploring Learning Styles and Academic Success Among Medical Students Through a Comprehensive Study

Kathiah,

Daya A,

Selvakumar

et al. 2024

Cureus

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In the dynamic landscape of medical education, recognizing and catering to the diverse learning styles of students are pivotal for fostering academic success. This study investigates the intricate relationship between learning styles and academic performance among medical students. A sample comprising 201 second-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students from two batches participated in this cross-sectional study. Utilizing the Grasha-Riechmann Student Learning Style Scales, students were categorized into six distinct learning styles: independent, avoidant, collaborative, dependent, competitive, and participatory. Academic performance was assessed through cumulative scores at the end of the academic year. Statistical analyses, including descriptive statistics, Spearman's correlation analysis, and the Kruskal-Wallis H test, were conducted using IBM SPSS Statistics for Windows, Version 25, (Released 2017; IBM Corp., Armonk, New York, United States). The findings revealed a rich diversity of learning styles among medical students, with independent learning emerging as the most prevalent style. However, intriguingly, no statistically significant difference in academic performance was discerned across the various learning styles. Nonetheless, correlation analysis uncovered weak positive correlations between independent, dependent, and participatory learning styles with academic performance, while an equally weak negative correlation was observed for the avoidant style. These results underscore the necessity for tailored educational strategies that can accommodate the heterogeneous learning preferences exhibited by medical students. While certain learning styles may be favoured by students, their adoption does not guarantee academic success. Thus, educators are urged to embrace flexible teaching methodologies to accommodate the diverse learning styles present within medical education, ultimately fostering student engagement and achievement. This study illuminates the imperative of understanding and addressing diverse learning styles among medical students, laying the foundation for further research into optimizing teaching methodologies in medical education.

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“…The construct validity of the scale was tested by Vural in 2013 (7). In the scale, it is aimed to determine the social learning preferences of students in the six learning style categories of independent, avoidant, collaborative, dependent, competitive, and participant (1,8). The total score obtained by the students from each sub-scale is divided into the sub-scale item number, and score standardization was performed in all the subdimensions.…”

Section: Methodsmentioning

confidence: 99%

Relationship of Learning Styles and Attitudes Toward Problem-based Learning with Academic Achievement in Preclinical Medical Students

Aker

Şahin

2021

J Med Edu

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Background: A large number of factors affect the learning process. Objectives: This study aimed to assess the relationship of learning styles and attitudes towards problem-based learning with academic success in preclinical medical students. Methods: This cross-sectional study was conducted at the Medical Faculty of Ondokuz Mayıs University (Samsun, Turkey) during May 1st and 31st, 2019. First, second, and third-year students were included in the study. Survey was used as the data collection method. Grasha-Riechmann Learning Style Scale and Problem-Based Learning (PBL) Attitude Scale were included in the survey form besides a socio-demographics form. Overall, 612 (72.3%) students participated in the study. Results: The highest mean value regarding the learning styles of the medical students was related to the independent learning style, and the lowest mean value was related to the competitive learning style. It was determined that the independent learning style was more dominant in the preclinical medical students; there was a correlation between learning style and the attitude towards PBL. Also, there was a correlation between learning style and attitudes towards PBL and academic success. Independent and avoidant learning styles and attitudes towards PBL were found to be critical variables in predicting academic performance according to multiple regression analysis. Conclusions: It is important to raise awareness in educators and students on learning styles.

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Grasha–Riechmann student learning style scales: an Argentinian version

Cited by 3 publications

References 54 publications

Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire

Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire

Deciphering the Nexus: Exploring Learning Styles and Academic Success Among Medical Students Through a Comprehensive Study

Relationship of Learning Styles and Attitudes Toward Problem-based Learning with Academic Achievement in Preclinical Medical Students

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