scholarly journals Learning Style Preferences among Pre-clinical Medical Students in a Public University in Pahang

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Nurjasmine Aida Jamani ◽  
Karimah Hanim AbdAziz ◽  
Hanis Syazana Che Ab Karim ◽  
Fatma Azzahraa Nizar ◽  
Husna Najihah Dzulkarnain ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Public University ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Bivariable Analysis ◽  
Medical Educators ◽  
Style Preferences

Educational experts affirm that students prefer various type of learning preference. It is known that the learning style preferences vary among medical students worldwide. Knowing the types will help medical educators to improve their way of conveying lectures and teaching in a more effective learning environment. This study aims to describe the learning style preferences of pre-clinical medical students and the association with their socio-demography. This is a cross sectional study done among Year 1 and Year 2 pre-clinical year medical students in a public university in Kuantan Pahang. Medical students who fulfilled the inclusion and exclusion criteria were recruited using systematic random sampling. A validated learning style questionnaire (VARK) was used to assess their learning style. Descriptive statistics and bivariable analysis was used using SPSS version 23. A total of 166 pre-clinical year medical students participated in this study. The mean age was 21.3 (0.84). Majority of them were Malays (98.2%) and females (69.9%). Most of the students preferred unimodal learning style (80.0%) with the most preferred learning style preferences being kinaesthetic (39.1%). Bivariable analysis showed female students preferred kinesthetic learning style compared to male students (p=0.03). In this study, majority of the pre-clinical year medical students preferred ‘life-like’ learning experience in their study. Hence, we recommend that medical educators to be more aware of the varieties of learning style preferences in order to improve the quality of teaching and learning experiences.

Does Learning Style Make a Difference on Student’s Academic Performance? Learning Style Preferences of Medical Students from University Tunku Abdul Rahman

2020 ◽  
pp. 33-40
Author(s):  
Kye Mon Min Swe ◽  
Kang Wayn Hann
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Practical Experience ◽  
Multimodal Learning ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Significant Difference ◽  
Sensory Preference ◽  
Style Preferences ◽  
Academic Year

Background: Learning preference is the effective and efficient modality or manner in which a learner has a natural preference to perceive process, store and recall new information. Learning style is the composite of cognitive, affective and physiological characteristics that indicate how a learner perceives, interacts and responds to the learning environment. Objectives: The objectives of the study were to assess the teaching and learning style preferences of medical students at UTAR by using VARK (Visual/Auditory/Reading/Kinesthetics) inventory questionnaires and to identify the different learning style preferences between gender and the academic year of medical education (pre-clinical year versus clinical year).  Methodology: This was a university-based cross-sectional study involving 235 students from year 1 to year 5 in University Tunku Abdul Rahman, Malaysia from December 2017 to December 2018. Students, selected via universal sampling, were given the VARK inventory questionnaires determine their preferences of learning style. Data were further analysed using SPSS (version 22.0, IBM).  Results: Of the 203 students (86.4%) who responded to the questionnaire, 62.1% of them were females while 80.3% of them were between 21-25 years of age. 86 students (42.4%) were from the preclinical phase while 117 (57.6%) were from the clinical phase. 70.4% of the students preferred studying alone to studying with a partner or group of friends (29.6%). Among them,157 medical students (77.3%) preferred multimodal learning style, with the most preferred mode trimodal which means combination of three sensory preference for example VAR or ARK, 35.67%, followed by quadrimodal which means combination of all four sensory preference for example VARK, 33.76% and bimodal which means combination of two sensory preference for example VA or AR, 30.57%. The remaining 46 students (22.7%) were unimodal learners (visual or auditory or reading or kinaesthetic) and 37% of them preferred kinesthetics which was learners prefer hands-on, practical experience. There was no significant difference in VARK modalities in terms of gender (p=0.39) and academic year (p=0.16).  Conclusion: In conclusion, majority of UTAR medical students preferred multiple modalities with trimodal being the most prevalent mode. Among unimodal learners, kinesthetics were the most preferred mode. There was no significant difference in VARK modalities in terms of gender and academic year.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

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

2014 ◽  
Vol 28 (1) ◽  
pp. 21-27 ◽  
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.

scholarly journals Assessment of learning style preferences of pharmacy students: Findings from public university of Malaysia

2015 ◽  
Vol 49 (4) ◽  
pp. 266-271 ◽  
Author(s):  
Ramadan Mohmed Elkalmi ◽  
Abdul Kareem Mohmed Alshami ◽  
Akram Ahmad ◽  
Muhammad Umair Khan ◽  
Norny Syafinaz Ab Rahman ◽  
...  
Keyword(s):  
Learning Style ◽  
Public University ◽  
Pharmacy Students ◽  
Learning Style Preferences ◽  
Assessment Of Learning ◽  
Style Preferences

scholarly journals Design of Feedback in Interactive Multimedia Language Learning Environments

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Vehbi Türel
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Language Learners ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Theories ◽  
Learning Style Preferences ◽  
Multimedia Environments ◽  
Style Preferences

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

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