Learning style preferences and course performance in an undergraduate physiology class

2009 ◽  
Vol 33 (4) ◽  
pp. 308-314 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sensory Modality ◽  
Course Performance ◽  
Online Questionnaire ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The Relationship ◽  
Physiology Students

Learning styles may be classified according to the sensory modality that one most prefers to use when internalizing information. The four major sensory modalities are visual, aural or auditory, read/write, and kinesthetic. The purpose of this study was to investigate the relationship between preferred learning style, gender, and course scores in an undergraduate physiology class. Students from the fall 2008 and spring 2009 Applied Human Physiology courses completed an online questionnaire in which they were asked to both provide descriptive information about themselves (e.g., gender and major) and self-assess their preferred sensory modality. A total of 901 students completed the questionnaire, 75% of which were female and 25% were male. The results from a χ2-analysis (χ2 = 9.59, P < 0.05) indicated that females and males had significantly different learning style preferences. Females most preferred visual learning (46%) followed by aural (27%), read/write (23%), and kinesthetic (4%). Males most preferred visual learning (49%) followed by read/write (29%), aural (17%), and kinesthetic (5%). There was also a significant relationship ( P < 0.05 by ANOVA) between preferred sensory modality and course scores. The mean overall course scores were 83.53 ± 8.25, 85.58 ± 8.18, 84.98 ± 7.78, and 76.70 ± 7.92 for those that preferred visual, aural, read/write, and kinesthetic modalities, respectively. These results support the findings of Wehrwein et al. ( 18 ): that female and male physiology students have different sensory modality preferences and that they provide the first step in determining if sensory modality preferences impact final course scores.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

scholarly journals Learning Style Preferences in College Students with Different Majors

2021 ◽  
pp. 81
Author(s):  
Keyword(s):  
College Students ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Educational Background ◽  
Vital Role ◽  
Chi Square ◽  
Learning Style Preferences ◽  
Haptic Learning ◽  
Style Preferences

In this study, we investigated the learning style preferences of college students with different majors and the relationship between learning styles and the majors. In total, 120 English as a foreign language college students with different majors from Taiwan participated. Descriptive statistical analysis and the chi-square test results indicated that learners across majors generally preferred the visual learning style. However, business and information technology majors preferred the auditory learning style and design majors preferred the haptic learning style. Nevertheless, although learning background may play a vital role in the development of a student’s learning style, the differences between learning style preferences and educational background were non-significant. Learning style preferences may also relate to other variables and may change over time, across contexts, and between different tasks.

scholarly journals Learning Style Preferences among College Students

2018 ◽  
Vol 11 (10) ◽  
pp. 50 ◽  
Author(s):  
Lamya Alkooheji ◽  
Abdulghani Al-Hattami
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Visual Learning ◽  
Learning Style Preferences ◽  
Moderate Difference ◽  
And Gender ◽  
Style Preferences ◽  
University Of Bahrain ◽  
The University

The purpose of this study was to determine what factors other than individual preferences affect undergraduate students&rsquo; learning style preferences, if learning style is influenced by gender, age, college affiliation and/or type of activities. A total of 185 students from the University of Bahrain, Bahrain, participated in an online VARK (Visual, Aural, Read/Write and Kinesthetic) for younger people questionnaire. The questionnaire consisted of 16 items about learning style preferences and three about participants&rsquo; demographics. The results showed that participants generally preferred multi-modular learning style with both kinesthetic and visual learning styling being most preferred while Reading/Writing was the least preferred. Furthermore, there were statistically significant differences between students learning styles based on age and gender, but it was a moderate difference. What mostly affected the preferences, however, was the type of activities or tasks, something which in turn resulted in some difference among colleges. This suggests that VARK preferences need to be related to activity type rather than be observed at individual reference. Recommendations were provided at the end of the study.

scholarly journals Effect of preferred learning styles on academic achievements: A cross sectional descriptive study.

2021 ◽  
Vol 28 (11) ◽  
pp. 1673-1677
Author(s):  
Maryam Rao ◽  
Qudsia Umara Khan ◽  
Sana Akram ◽  
Wardah Anwar ◽  
Shazo Sana ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Descriptive Study ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Questionnaire Version ◽  
Style Preferences ◽  
Physiology Students

Objective: This study aims to find out the preferred mode of study for undergraduate Physiology students and effect of learning style preferences on academic achievements. Study Design: Cross Sectional, Descriptive study. Setting: Fatima Jinnah Medical University, Lahore. Period: December 2018 to June 19. Material & Methods: Total 170 undergraduate’s 2nd year MBBS Physiology students were included. The VARK questionnaire (Version 7.1) designed by Fleming was administered to 170 students after taking consent. This questionnaire is a valid tool to assess the learning style preferences of students. It consists of 16 questions having four options each and a scoring chart at the end, for the students to calculate their own scores. The aggregate percentage of periodic assessments throughout the academic year was defined as academic achievement. It was matched with their learning style preferences. A relationship between the learning style preferences and academic achievement was studied. Data was analyzed by using SPSS version 23.0. Results: Out of a total of 170 students, 73 (43%) preferred kinesthetic while 51(30%) preferred aural mode of learning. However, no association between learning style preferences and academic achievements could be found. Conclusion: The study concluded that the most preferred learning style among the M.B.B.S 2nd year Physiology students was kinesthetic. No significant association was found between the learning style preferences and academic achievement. Teaching modalities can be improved and incorporated according to students’ preferences.

A comparison between learning style preferences and sex, status, and course performance

2010 ◽  
Vol 34 (4) ◽  
pp. 197-204 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Learning Style ◽  
Significant Relationship ◽  
Exercise Physiology ◽  
Sensory Modality ◽  
The Other ◽  
Statistical Association ◽  
Course Performance ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Post Hoc

Students have learning style preferences that are often classified according to their visual (V), aural (A), read-write (R), and/or kinesthetic (K) sensory modality preferences (SMP). The purposes of this investigation were to compare student perceived and assessed SMPs and examine the associations between those SMPs and status (i.e., undergraduates vs. graduates), sex, and course performance. Students from the fall 2009 APK 3110 and APK 6116 Exercise Physiology courses were asked to indicate their perceived SMPs and complete the standard VARK SMP assessment. There were 64 student respondents: 50 undergraduates and 14 graduates (40 women and 24 men). According to the perceived SMP results, the largest number of respondents chose V (36%), followed by R (28%), K (19%), and A (17%). In terms of assessed SMPs, the largest number of respondents were classified as VARK (37%), followed by R (14%), AK (11%), K (8%), VK (6%), ARK (6%), A (5%), VAK (3%), RK (3%), V (2%), AR (2%), and VRK (2%). Nearly two-thirds of the respondents correctly matched their perceived and dominant assessed SMP. There was no statistical association between SMP and status. There was a very nearly significant relationship between sex and both perceived (χ2= 7.18, P = 0.06) and assessed (χ2= 17.36, P = 0.09) SMP. Finally, there was a significant relationship between perceived SMP and course scores ( P = 0.01 by ANOVA). Post hoc tests revealed that the K group scored significantly lower than the other three modality groups.

scholarly journals An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880940 ◽  
Author(s):  
Ali Derakhshan ◽  
Farzaneh Shakki
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
English Literature ◽  
Efl Learners ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The Relationship

It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.

The Preferred Perceptual Learning Styles of Hispanic Higher Education Students

2018 ◽  
Vol 19 (4) ◽  
pp. 404-421
Author(s):  
Catherine J. Lui ◽  
Scott E. Ferrin ◽  
Donald R. Baum ◽  
Vance E. Randall
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Mexican Heritage ◽  
Style Preferences ◽  
Perceptual Learning Styles

This article addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t test results suggest students of non-Mexican heritage prefer visual learning styles more than students of Mexican heritage. ANOVA results show older students and students from families with greater levels of education have greater preference for visual learning, and higher household income is related to lower preferences for group learning style, and vice versa.

scholarly journals An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English

2017 ◽  
Vol 7 (5) ◽  
pp. 176
Author(s):  
Norma Nawaf Yousef Al-Zayed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Group Learning ◽  
Factors Affecting ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Visual Style ◽  
Style Preferences ◽  
Perceptual Learning Styles ◽  
The Relationship

This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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