scholarly journals Understanding the Learning Styles of Physiotherapy Students

2021 ◽  
Vol 11 (7) ◽  
pp. 188-193
Author(s):  
Ruchi Desai ◽  
Manali Shah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Preferences ◽  
Male Students ◽  
Multimodal Learning ◽  
Learning Preference ◽  
Wide Range ◽  
Educational Satisfaction ◽  
Aural Learning ◽  
Physiotherapy Students

Physiotherapy students have wide range of diversity in their learning preferences therefore this has been always a challenged for the teachers to meet their demands. Understanding learning style preference encourages both students and teachers to continuously update themselves resulting in greater educational satisfaction. Study was performed to find out differences of learning preferences from first to final year physiotherapy students of LJ Institute of physiotherapy, Ahmedabad, Gujarat. Total 220 physiotherapy students from all four years were invited to participate in study, out of which 161 students (male: 49, female: 112) voluntarily participated in study. A web-based survey was implemented in this study which included VARK questionnaire and we found 72.7% students have multimodal learning style and kinaesthetic was the preferred sensory modalities of learning for most of the years but final year also showed more aural learning. Most of the male students in our study showed kinaesthetic learning and previous year academic performance also has influence on learning preference. Key words: VARK, learning style, Physiotherapy.

scholarly journals Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh

2019 ◽  
Vol 10 (2) ◽  
pp. 26-30
Author(s):  
Md Rezaul Karim ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Colleges

This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

scholarly journals Preferred Learning Styles of Medical and Physiotherapy Students

2017 ◽  
Vol 23 (1) ◽  
Author(s):  
Rahila Nizami ◽  
Muhammad Zahid Latif ◽  
Gohar Wajid
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Male Students ◽  
Cross Sectional ◽  
Medical College ◽  
Instructional Activities ◽  
New Information ◽  
A Minor ◽  
Assessment Strategies ◽  
Physiotherapy Students

<p><strong>Background:</strong><strong>  </strong>Learning styles are the ways students learn, intake and process new information. The contribution of learning styles for educational quality is evident and have important implications to develop effective curricula. Teachers can effectively plan instructional activities if they know the learning styles of students. This study was conducted to find out the preferred learning styles of medical and physiotherapy students.<strong></strong></p><p><strong>Methods:</strong><strong>  </strong>This cross sectional descriptive study was conducted at Azra Naheed Medical College Lahore from January to March 2014. Honey and Muffard Learning Style Questionnaire (LSQ) was used to assess the preferred learning styles. The medical students of 3rd year and 6th semester physiotherapy class were invited for the study. The collected data was organized and analyzed by the use of statistical tools.</p><p><strong>Results:</strong><strong>  </strong>120 students participated in this study, out of which 60 (50 %) were students of MBBS class whereas 60 (50 %) were of physiotherapy class. 48 (40%) were male students and 72 (60%) were female students. Both the groups have reflector as dominating learning style with a minor difference of (40%) and (42.5%) for medical and physiotherapy respectively.</p><p><strong>Conclusion:</strong><strong>  </strong>Students have different learning styles and require versatile instructional and assessment strategies. Preferred learning style of medical and physiotherapy students found in this study is reflector, however all the learning styles are present in both groups.<strong></strong></p>

Learning styles of physiology students interested in the health professions

2009 ◽  
Vol 33 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Jennifer Breckler ◽  
David Joun ◽  
Huy Ngo
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Learning Styles ◽  
Career Choice ◽  
Student Learning ◽  
Learning Style ◽  
Health Professions ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Student Groups

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences (“unimodal”), whereas others have multiple (“multimodal”) learning preferences. Although limited in scope and reliability, knowledge of student learning preferences is important for reasons of pedagogy. Teaching and student learning styles may also affect student academic success in science coursework and fulfillment of student career goals. In our study, we determined the learning preferences of upper-division students in a human physiology course during a 2-yr period at a public undergraduate institution in California. We also sought to determine the association between individual learning styles and stated career intentions. We found that the majority of students interested in the health professions have multimodal learning preferences. Furthermore, a greater percentage of premedical students had multimodal preferences compared with predental and prescientist students. When data were compared by gender, we found that more female than male students had multimodal learning preferences. We also observed some gender differences when separating student groups by career choice. For example, more premedical men had multimodal preferences compared with nonpremedical men. In contrast to men, women showed little differences in their learning style profiles whether premedical or not and also self-predicted their learning preferences more accurately. Thus, career choice may be an important consideration in determining whether or not there are gender differences among students.

scholarly journals Preferred learning styles of Thai learners in anti-aging and regenerative sciences

2018 ◽  
Vol 9 (6) ◽  
pp. 14-19
Author(s):  
Karn Wongsuphasawat ◽  
Phakkharawat Sittiprapaporn
Keyword(s):  
Regenerative Medicine ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Method ◽  
Learning Preferences ◽  
Information Presentation ◽  
Learning Preference ◽  
Learning Modes ◽  
Science Instructors ◽  
Treat All

Background: Several studies reported that every individual learner has its own different style of learning. All learners have their own preferences for the ways in which they receive information for studying.Aims and Objective: In order to determine whether a particular teaching method provided by each instructor might enhance learner of anti-aging and regenerative medicine satisfaction with the learning process, a well-known learning preferences survey which are linked to sensory modalities of learners was distributed to anti-aging and regenerative science students at School of Anti-Aging and Regenerative Medicine, Mae Fah Luang University, Bangkok, Thailand.Materials and Methods: The applied preferred learning style survey named VARK was applied to identify student’s preferences for particular learning modes of information presentation. This study thus aimed to determine the preferred learning style and measure the distribution of learning preference mean scores of the anti-aging and regenerative science learners using 53 participants. The VARK questionnaire divided all learners into five groups, i.e., visual, aural, read/write, kinesthetic, and multimodal learners, respectively.Results: We found that the unimodality preference was 35.10% while the multimodality was 64.9%. Among the learners who preferred only one mode of information presentation, there were 8.25% of visual, 34.26% of aural, 22.44 % of read/write learners, and 35.05% of kinesthetic, respectively. Anti-aging and regenerative science learners preferred kinesthetic learning at a higher percentage than other modes. However, some learners preferred multiple modes including 32.45% of bimodal, 23.84% of trimodal, and 8.61% of quadmodal, respectively. Knowing the anti-aging and regenerative science learners preferred learning modes can help to provide instruction tailored to the learner’s individual preferences, to overcome the predisposition to treat all anti-aging and regenerative science learners in a similar way, to motivate instructors to move from their preferred mode(s) to using others, and to develop appropriate learning approaches.Conclusion: The result of this study would explore opportunities for anti-aging and regenerative science instructors to make the educational experience more productive.Asian Journal of Medical Sciences Vol.9(6) 2018 14-19

scholarly journals VARK LEARNING STYLES TOWARDS ACADEMIC PERFORMANCE AMONG STUDENTS OF PRIVATE UNIVERSITY IN SELANGOR

2019 ◽  
Vol 2 (10) ◽  
pp. 01-12
Author(s):  
Noor Nasyikin Md Zain ◽  
Fazilah Tamsir ◽  
Noor Ayuernie Ibrahim ◽  
Halimi Poniran ◽  
Amirul Syafiq Mohd Ghazali
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Private University ◽  
Learning Preferences ◽  
Male Students ◽  
High Achievers ◽  
Science Students ◽  
Style Preferences

The objectives of this study are twofold: (a) to examine the influence of students’ learning styles on their academic performance; and (b) to identifies the preferred learning styles of students between high/low achievers, gender, and different clusters. By using VARK standard questionnaire, 433 undergraduate students from four faculties at the Private University in Selangor are used as observations for this study. The study finds that all students were unimodal learners and Kinesthetic (K) type of learning style is the learner type with the most number of students. High achievers are preferred Kinesthetic (K) learning style while Read/Write (R) learning style is more practiced by students with low achievement. Male students are more preferred Kinesthetic (K) learning style, but female students had a preference for Visual (V) learning style. Social science students are more preferred an Aural (A) as compared to the pure science students which are more preferred Read/Write (R) learning style. Further, this study confirms that Visual (V) and Kinesthetic (K) learning style preferences are positively and significantly influence students’ academic performance. This indicates that different subjects required different kinds of learning styles and instructions to optimally potentiate and benefit the students. This result is consistent with the “Meshing Hypothesis” which states that the learning outcomes could be highly achieved if learning was matched with a predominant learning style of the learner. This study gives a better representation of the current situation in the learning preferences among undergraduate students in Malaysia.

scholarly journals Does learning style preferences influence academic performance among dental students in Isfahan, Iran?

2018 ◽  
Vol 15 ◽  
pp. 8 ◽  
Author(s):  
Najmeh Akhlaghi ◽  
Hosein Mirkazemi ◽  
Mehdi Jafarzade ◽  
Narjes Akhlaghi
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Demographic Data ◽  
Dental Students ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Cross Sectional ◽  
Language Version

Purpose: The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods: This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results: The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion: Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.

scholarly journals Cognitive Learning Styles Used by Male and Female Students in Grade 10 of Natural Science of “X” School in Surabaya

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 64-70
Author(s):  
Febe Widarma
Keyword(s):  
Mixed Methods ◽  
Learning Styles ◽  
Key Words ◽  
Learning Style ◽  
Natural Science ◽  
Cognitive Learning ◽  
Female Students ◽  
Male Students ◽  
Science Class ◽  
Male And Female

This study identifed male and female’s cognitive learning styles and found out the differences and similarities the cognitive learning styles between male and female students in grade 10 of “X”school in Surabaya. There were twenty six students in Natural Science class (X-IPA1). The main theory for this study is from Ehrman (1996) about Cognitive Learning Styles. The method was mixed-methods. The researcher distributed questionnaires adapted from Ehrman and Leaver (2002b) ind interview to the students in order to know their cognitive learning styles. The findings showed that male students were concrete and female students were analog learners. Additionally, the finding also showed that the male and female students had five similarities and five differences. English teachers will be easier to conduct classroom activites based on the findings of male and female students’ cognitive learning styles. Key words: Cognitive learning styles, learning style, gender

GAYA BELAJAR PESERTA DIDIK DITINJAU DARI PERBEDAAN JENIS KELAMIN

2020 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Fatmawati Fatmawati ◽  
Muhammad Yusuf Hidayat ◽  
Eka Damayanti ◽  
Muhammad Rusydi Rasyid
Keyword(s):  
Statistical Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Female Students ◽  
Male Students ◽  
Sample Population ◽  
Male And Female ◽  
Design Learning ◽  
A Value

AbstrakPenelitian ini bertujuan untuk mengetahui perbedaan gaya belajar antara peserta didik laki-laki dengan perempuan di MTs Madani Pao-Pao. Penelitian kuantitatif jenis komparatif ini menggunakan sampel populasi sebanyak 255 peserta didik. Data yang terkumpul menggunakan instrumen skala gaya belajar dan dianalisis menggunakan statistik deskriptif dan statistik inferensial. Hasil analisis statistik inferensial uji Anova menunjukkan nilai sign sebesar 0,033 (p < 0,05), dengan demikian dapat disimpulkan terdapat perbedaan gaya belajar pada peserta didik laki-laki dengan perempuan di MTs Madani Pao-pao. Hasil deskriptif menunjukkan peserta didik laki-laki lebih dominan memiliki gaya belajar visual sedangkan peserta didik perempuan dominan memiliki gaya belajar kinestetik. Hasil penelitian ini menjadi informasi penting bagi guru agar mendesain pembelajaran dengan memperhatikan perbedaan gaya belajar peserta didik. AbstractThis study aims to determine differences in learning styles between male and female students of MTs Madani Pao-Pao. This comparative study had a sample population of 255 students. The data collected using a scale of learning style scale which was analyzed by descriptive and inferential statistics. The inferential statistical analysis of the Anova test showed a value of 0.033 (p <0.05). it can be summed up that there were differences in learning styles between male and female learners in MTs Madani Pao-Pao. In addition, male students had a more dominant visual learning style while female students had a dominant kinesthetic learning style. The results of this study become important information for teachers to design learning by paying attention to the learning styles of students.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals A STUDY TO EXPLORE LEARNING STYLE PREFERENCES OF PHARMACY STUDENTS WITH REGARD TO PHARMACEUTICAL CALCULATIONS

2019 ◽  
pp. 88-96
Author(s):  
BAHTA WARA ◽  
JAN DALY ◽  
HANA MORRISSEY ◽  
PATRICK BALL
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Test Session ◽  
Drug Dose ◽  
Formative Assessments ◽  
Pharmacy Students ◽  
Learning Preference ◽  
Advantages And Disadvantages ◽  
And Performance ◽  
Teaching Learning

Objective: Pharmaceutical calculations are an essential aspect of learning for pharmacy students in order to avoid drug dose errors and maintain patient safety in future practice. Learning styles influence how lecturers approach the teaching-learning process. So far no specific learning preference is believed to be most appropriate for the pharmacy curricular; however certain learning styles are favoured by students as they improve their understanding of course material, knowledge and performance. Methods: 148Master of pharmacy participants from the second and third year were given a questionnaire to complete during a compulsory Individual Readiness Assurance Test session. Participants were restricted to just one option. Results: Workshops with a tutor was the most selected (36%) followed by 25% of participants favouring formative assessments, 28% selected workbooks alone, 37% for whole-class lecturers and videos option was the least selected. Reasons for the most and least preferred learning styles were highlighted and separated into advantages and disadvantages using themes. In the knowledge test; 92% of participants selected “unsure” or “didn’t know” the answer, 29% had a partially correct answer and 19% selected incorrect answers. The overall order of ranking arose in regards to the most beneficial learning style which enhances performance. The responses revealed a variety of advantages and disadvantages which were reflected between year groups and similar to views obtained from recent literature. Students reflected a lack of understanding on extemporaneous preparation (EPs) terms used in pharmaceutical compounding practices, thus the university should consider addressing the lack of awareness and consider the best teaching-learning style in doing so. Conclusion: Overall the findings suggested that the sample students have similar views on the learning styles used to deliver pharmaceutical calculations on their academic performance to that expressed by the authors from recent published literature.

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