The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
Abstract: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 Unde… Show more
“…Piane et al 28 also found that students with the assimilative learning style had higher scores on theoretical tests than students with the other three styles. This disparity in the results of studies might be explained by heterogeneity in the study population; previous studies mostly included only one group of students, for example, medical or nursing, 11,12 and the instrument used to assess learning style. 24 The results of this study showed that female students had higher academic achievement compared to male students, which is consistent with the results of other studies 29,30 that showed academic performance of female students was higher than male students.…”
Section: Discussionmentioning
confidence: 99%
“…7 There are studies attempt to assess learning styles among university students [8][9][10] as well as the association between academic achievement and learning styles. [11][12][13] A review of the literature regarding students' learning style and academic achievement including students from all medical disciplines (from medicine to health sciences) is not sufficient. Previous studies often included only one group of students (for example, medical or nursing).…”
Section: Introductionmentioning
confidence: 99%
“…Previous studies often included only one group of students (for example, medical or nursing). 11,12 In a successful educational system, attention to learning styles is essential for designing and managing educational programs effectively. 7 The current study examined the association between learning styles and academic achievement of university students in all disciplines at Tabriz University of Medical Sciences using information from the first baseline data collection of a longitudinal study entitled, "Health and Lifestyle of University Students(HeLiS), " the first of its kind among medical university students, conducted in Tabriz, Iran.…”
Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.
“…Piane et al 28 also found that students with the assimilative learning style had higher scores on theoretical tests than students with the other three styles. This disparity in the results of studies might be explained by heterogeneity in the study population; previous studies mostly included only one group of students, for example, medical or nursing, 11,12 and the instrument used to assess learning style. 24 The results of this study showed that female students had higher academic achievement compared to male students, which is consistent with the results of other studies 29,30 that showed academic performance of female students was higher than male students.…”
Section: Discussionmentioning
confidence: 99%
“…7 There are studies attempt to assess learning styles among university students [8][9][10] as well as the association between academic achievement and learning styles. [11][12][13] A review of the literature regarding students' learning style and academic achievement including students from all medical disciplines (from medicine to health sciences) is not sufficient. Previous studies often included only one group of students (for example, medical or nursing).…”
Section: Introductionmentioning
confidence: 99%
“…Previous studies often included only one group of students (for example, medical or nursing). 11,12 In a successful educational system, attention to learning styles is essential for designing and managing educational programs effectively. 7 The current study examined the association between learning styles and academic achievement of university students in all disciplines at Tabriz University of Medical Sciences using information from the first baseline data collection of a longitudinal study entitled, "Health and Lifestyle of University Students(HeLiS), " the first of its kind among medical university students, conducted in Tabriz, Iran.…”
Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.
Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.
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