scholarly journals EFFECT OF GENDER ON LEARNING STYLE PREFERENCES OF NURSING STUDENTS IN SOME INSTITUTIONS IN EDO STATE, NIGERIA

2021 ◽  
Vol 2 (2) ◽  
pp. 01-11
Author(s):  
R.E. Esewe ◽  
M. E. Ogunleye
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
P Value ◽  
Extensive Literature ◽  
Cross Sectional Survey ◽  
Learning Style Preferences ◽  
Parametric Data ◽  
Concrete Experience ◽  
Edo State ◽  
Style Preferences

Nursing previously a female-dominated profession is beginning to see a handful of male entrants. Students often ask questions in class concerning their learning styles. This study investigated learning style preferences based on gender. A descriptive cross-sectional survey research design with the aid of a self-administered questionnaire was applied to investigate 206 nursing students from 2 institutions in Edo State, Nigeria. The instrument used for the study, the questionnaire was validated by extensive literature search based on study objectives and consultation with 2 experts; 1 in measurement and evaluation in educational studies and another in nursing science with expertise in mental health nursing. Reliability was through the use of an adapted instrument by Kolb. Data were analyzed with Statistical Package for Social Sciences (SPSS) version 21 in tables and percentages.  Chi-square statistical technique was used to analyse the non-parametric data at a significance level of 0.05. Findings revealed that 52(36.1%) of the respondents were female convergers while 12(27.1%) were male divergers. There are 8(16.7%) male assimilators and 28(19.4%) female accommodators respectively. The females scored more on concrete experience such as watching videos or fieldwork, with a mean and Standard Deviation of 40.15±5.80 while the males had 9.24±5.98, with a p-value of 0.026 indicating that this was statistically significant. The only concrete experience was significant while reflective observation, abstract conceptualization and active experimentation were not significant. The study concludes that students have their own preferred way to recognize, retain and retrieve information irrespective of gender. It, therefore, recommends the development of comprehensive, up-to-date resources for learning such as a departmental library with internet facilities and the use of blended learning by nurse lecturers.

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.

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 Learning Style Scales: a valid and reliable questionnaire

2014 ◽  
Vol 11 ◽  
pp. 22 ◽  
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.

scholarly journals Learning style preferences of nursing students at two universities in Iran and Malaysia

2014 ◽  
Vol 11 ◽  
pp. 30 ◽  
Author(s):  
Abdolghani Abdollahimohammad ◽  
Rogayah Ja’afar
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Middle Range ◽  
Significant Difference ◽  
Analytic Learning ◽  
Optimum Response ◽  
Regular Class Time ◽  
Style Preferences

Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

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