Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

Download Full-text

The learning style preferences of chiropractic students: A cross-sectional study

Journal of Chiropractic Education ◽

10.7899/jce-13-25 ◽

2014 ◽

Vol 28 (1) ◽

pp. 21-27 ◽

Cited By ~ 17

Author(s):

Stephney Whillier ◽

Reidar P. Lystad ◽

David Abi-Arrage ◽

Christopher McPhie ◽

Samara Johnston ◽

...

Keyword(s):

Learning Styles ◽

Learning Style ◽

Cross Sectional Study ◽

Learning Preferences ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Learning Style Preferences ◽

Kinesthetic Learning ◽

Style Preferences ◽

Chiropractic Students

Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.

Download Full-text

Learning styles in Physiotherapy and Occupational Therapy students: an exploratory study

South African Journal of Occupational Therapy ◽

10.17159/2310-3833/2021/vol51n2a6 ◽

2021 ◽

Vol 51 (2) ◽

Author(s):

Benita Olivier ◽

Lizelle Jacobs ◽

Vaneshveri Naidoo ◽

Nikolas Pautz ◽

Rulaine Smith ◽

...

Keyword(s):

Academic Performance ◽

Occupational Therapy ◽

Learning Styles ◽

Learning Style ◽

Health Care Professionals ◽

Competitive Learning ◽

Teaching Approaches ◽

Cross Sectional ◽

Learning Style Inventory ◽

Physiotherapy Students

ABSTRACT BACKGROUND: Learning styles of health care professionals are unique and tend to be profession- specific. This study aimed to compare the learning styles of undergraduate occupational therapy and physiotherapy students and to determine the relationship between preferred learning styles, demographic factors, and academic performance METHOD: The study design was a cross-sectional, descriptive study. Undergraduate occupational therapy and physiotherapy students completed a self-developed questionnaire and the Grasha-Reichmann Learning Style Inventory RESULTS: A total of 313 students with a mean age of 19.6±1.58 years participated in this study. The results showed that students preferred the collaborative (75%) learning style, with the first-year students scoring significantly higher in the collaborative style (3.97±0.48; p<0.001). The male students (2.67±0.65) scored higher in the competitive learning style than female students (2.20±0.62; p=0.001, d=0.757). The competitive learning style, when controlling for sociodemographic variables, is a significant predictor of an increase in academic performance in English language (B=2.28, [0.60-3.96]), physics (B=3.62, [0.22-7.02]) and overall academic performance (B=2.12, [0.34-3.90 CONCLUSION: The predominant preferred learning styles are the collaborative and participant styles. The application in the teaching space should be carefully considered for the selection of teaching approaches and activities. This study points to the Physiotherapy and Occupational Therapy programmes need to align to the collaborative style and respond with a variety of teaching methods. The associations shown between preferred learning styles and demographic variables point to the need to pay attention to diversity when selecting teaching approaches and activities Keywords: Grasha-Reichmann Learning Style Inventory, learning styles, occupational therapy, physiotherapy, undergraduate students

Download Full-text

The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

University of Ottawa Journal of Medicine ◽

10.18192/uojm.v9i2.4331 ◽

2019 ◽

Vol 9 (2) ◽

pp. 46-51

Author(s):

Kaitlin S. Boehm ◽

Connor McGuire ◽

Osama A. Samargandi ◽

Sarah Al Youha ◽

David T. Tang

Keyword(s):

Learning Styles ◽

Plastic Surgery ◽

Learning Style ◽

Training Programs ◽

Age Groups ◽

Cross Sectional ◽

Learning Style Inventory ◽

Significant Difference ◽

Competency Based

Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent). Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners. Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

Download Full-text

Learning Style Scales: a valid and reliable questionnaire

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2014.11.22 ◽

2014 ◽

Vol 11 ◽

pp. 22 ◽

Cited By ~ 2

Author(s):

Abdolghani Abdollahimohammad ◽

Rogayah Ja’afar

Keyword(s):

Nursing Students ◽

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Survey Study ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Scree Plot ◽

Undergraduate Nursing ◽

Style Preferences

Purpose: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

Download Full-text

Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.37.1.2275 ◽

2020 ◽

Vol 37 (1) ◽

Author(s):

Muhammad Zafar Iqbal Hydrie ◽

Syed Muhammad Zulfiqar Hyder Naqvi ◽

Shams Nadeem Alam ◽

Syed Imtiaz Ahmed Jafry

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

Problem Based Learning ◽

Cross Sectional Study ◽

Cross Sectional ◽

Teaching Methodologies ◽

Learning Style Inventory ◽

Creative Commons ◽

Over Time

Objectives: To assess learning styles and the association of various teaching methodologies of medical students. Methods: A cross-sectional study was carried out amongst 523 medical students of Baqai Medical College, Baqai Medical University, Karachi, from July 2019 to October 2019. All students from first to final year, who attended the undergraduate MBBS program were included. The study instrument was a questionnaire containing students’ demographic details, David Kolb’s Learning Style Inventory 4.0 and traditional and PBL teaching methodologies were asked. The association of various learning styles and preferred teaching methodologies with year of study was also assessed by using Pearson’s chi-square test. Results: Out of 523 students, 518 returned the completed questionnaire. A majority of the students had either imagining or experiencing learning style. No change in learning style was observed between years of study. A significant association between the teaching methodologies and year of study was found in the imagining (p=0.033) and experiencing (p=0.044) learning style groups. Conclusion: Students from different years of study at medical school did not have significantly different learning styles though the student’s preferences to teaching methodologies seem to change over time in the respective learning style groups. Longitudinal studies are necessary to identify the factors influencing such change and explore the association between learning styles over time on teaching methodologies in medical education. doi: https://doi.org/10.12669/pjms.37.1.2275 How to cite this:Hydrie MZI, Naqvi SMZH, Alam SN, Jafry SIA. Kolb’s Learning Style Inventory 4.0 and its association with traditional and problem based learning teaching methodologies in medical students. Pak J Med Sci. 2021;37(1):146-150. doi: https://doi.org/10.12669/pjms.37.1.2275 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Download Full-text

Preferred Learning Styles of Accounting Major Students

International Journal of Multidisciplinary: Applied Business and Education Research ◽

10.11594/ijmaber.02.07.02 ◽

2021 ◽

Vol 2 (7) ◽

pp. 549-556

Author(s):

Arnold Salcedo

Keyword(s):

Learning Styles ◽

Learning Style ◽

Research Design ◽

Teaching Methods ◽

Teaching Strategy ◽

Accounting Students ◽

Cross Sectional ◽

Learning Style Inventory ◽

Descriptive Research ◽

Accounting Major

The general objective of this research is to determine the learning style of accounting major students of a university in Central Luzon, Philippines, and the corresponding teaching strategy for the identified learning style. By conducting a cross-sectional descriptive research design on learning styles among three hundred fifty-three (353) accounting major students, the combination of learning styles that best describe the accounting major students using Kolb Learning Style Inventory Model is said to be ‘reflector’ style using the diverging strategies which are watching and feeling, following a combination of concrete experiences and reflective observation. The proposed teaching strategies will aid teachers in adjusting their teaching methods that suited for the learning style of accounting major students versus the current teaching methods being received by accounting students today.

Download Full-text