Learning styles preferences among graduate and undergraduate pharmacy students in Pakistan: Does it matter?

Introduction: The quality of student learning depends on the approaches that are used for learning. An association exists between different learning methodologies and learning outcomes. Objective: The present study was designed to assess preferences for different learning styles among pharmacy students in Islamabad, Pakistan. Method: A descriptive cross-sectional study design was used. A self-administered pre-validated questionnaire VARK version 8.0 was distributed to 387 undergraduate students from both public and private pharmacy schools located in Islamabad and 100 graduate students selected from public sector pharmacy schools using the convenience sampling technique. After data collection, it was cleaned, coded, and analysed using SPSS version 21. Results: The results of the present study showed that the most common learning style among graduate students was Aural (Total Score = 492), followed by kinesthetic (Total Score = 467), read/write (Total Score = 351), and visual (Total Score = 290). On the other hand, the most common learning style among undergraduate students was Aural (Total score = 1926), followed by kinesthetic (Total score = 1859), read/write (Total score = 1241), and visual (Total score = 1166). Conclusion: The result of the present study concluded aural as the most preferred learning style followed by kinesthetic among both undergraduate and graduate pharmacy students. Graduate female pharmacy students showed more preference towards kinesthetic learning style as compared to graduate male students who showed more preference towards aural learning modality. However, both undergraduate and graduate male and female students preferred aural learning style. Identifying the learning style at the start of pharmacy degree can help mentors to assess the appropriate field for them after graduation. Moreover, information regarding such styles would be helpful for stakeholders to devise effective strategies for teaching and introduce changes accordingly into the curriculum.

Understanding the Learning Styles of 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.

An Art Class for Music

This chapter describes in detail a constructivist philosophy for music curricula. Alternatives to traditional performance ensembles, including songwriting, sound design, remixing, sampling, and other computer-based music creation techniques, are discussed. The constructivist approach adopts learning strategies used by popular musicians, including aural learning by listening to and copying recordings, and personal learning with minimal adult guidance and intervention. Furthermore, project prompts are designed to guide students from tightly scaffolded and formulaic production exercises to more open-ended creative projects. The affordances of digital audio workstations support trial-and-error experimentation by linking visualization to immediate auditory feedback for each action. The chapter also covers the role of sound design in popular music production, the remix as a scaffold for creating original songs, and the intellectual property considerations inherent in sampling. The goal is for students to have created a portfolio of music that expresses their tastes and identities, and that they are proud of.

Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

Research-to-Resource: The Importance of Aural Learning in the Strings Classroom

String musicians put a high priority on ear training in order to be successful on their instruments. Research suggests that delaying music reading to teach by ear does not negatively affect sight-reading performance in the long term, may improve music literacy skills, and also may improve student perceptions of accomplishment. The pedagogy of learning by ear, which is distinctly different than learning by rote, may be unfamiliar to many string teachers, regardless of their experience in the classroom. The purpose of this research-to-resource article is to provide string teachers with strategies to teach repertoire by ear with the intention of strengthening students’ aural acuity, problem-solving skills, and knowledge of the fingerboard.

GAYA BELAJAR AURAL PLAY DI YAMAHA MUSIK PADANG

AbstrakPenelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran gaya belajar aural play di Yamaha musik Padang. Metode yang digunakan dalam mengetahui pelaksanaan pembelajaran aural play di Yamaha musik Padang ini adalah metode kualitatif natural observasi, dimana peneliti sebagai instrument utama penelitian. Siswa Yamaha musik padang memiliki kecendrungan menggunakan indra pendengaran untuk belajar dan mempraktekkan alat musik dengan menirukan kembali apa saja yang dilakukan oleh guru mereka. Walaupun telah adanya buku penunjang berisi notasi musik yang dipelajari dengan cara membaca, siswa lebih senang mendengarkan dan menirukan cara guru mereka mempraktekan materi musik yang sedang dipelajarinya. Oleh sebab itu perlu untuk dicari tahu kenapa siswa Yamaha musik padang sangat cendrung menggunakan gaya belajar aural play dalam mempelajari dan mempraktekkan instrument musik mereka. Penelitian ini diharapkan dapat menambah wawasan kajian pembelajaran musik tentang penerapan gaya belajar aural kepada siswa di lembaga pendidikan musik, mampu memperkaya teori tentang gaya belajar aural dan terhadap pengembangan ilmu pengetahuan yang berkaitan dengan gaya belajar aural. Kata Kunci: gaya belajar, musik, aural, play.AbstractThis research study is to study the implementation of aural play style learning in Yamaha Padang music. The method used in studying the implementation of learning to play in Yamaha Padang music is a qualitative method of natural observation, where the researcher as the main research instrument. Yamaha Padang students have a tendency to use the sense of hearing to learn and practice musical instruments by imitating whatever their teacher does. Although there are supporting books containing music notation that are learned by reading, students prefer to listen and imitate the way their teacher practices the music material that they are learning. Therefore it is necessary to know why Yamaha Padang students are so inclined to use aural learning learning styles in discussions and practice their musical instruments. This research is expected to add insight into music learning about the application of aural learning styles to students in music education institutions, able to enrich theories about aural learning styles and to the development of knowledge related to aural learning styles. Keywords: learning style, music, aural, play.

Intermediate and High School Band

This chapter examines the assumptions and perceived boundaries of intermediate and high school concert band in an attempt to enhance and expand beyond traditional approaches to instruction. Extensive research on the skills necessary for preservice teachers to be successful are presented. The socialization and identity development of young instrumental teachers are also explored in detail. A comprehensive approach to teaching musicianship in band is advocated, one that reaches a larger and more diverse student population. It is recommended that the direct instruction model common in intermediate and high school band programs be complemented with more meaningful connections to students’ musical lives outside of school, aural learning experiences, and small peer-led learning opportunities.

Cognitive functions in patients with episodic and chronic migraine

Cognitive impairment (CN) is widespread in migraines, but very little has been studied. There is evidence that these violations are present in patients with episodic migraine (EM) during an attack and in the interictal period. The purpose of this work was to study the prevalence of objective CN in patients with EM and chronic migraine (CM) during the period of minimal or absent pain. Methods. The study involved 74 patients with CM and 42 patients with rare EM (no more than four days of headache per month) aged 18-59 years. Anxiety and depression were assessed using the Hospital Anxiety and Depression Scale. Evaluation of cognitive functions was performed using the Montreal MoCA cognitive function evaluation scale, the DSST digit test and the Ray test of the RAVLT hearing aural learning. Results. in the CM group, there was a decrease in the results of the DSST, MoCA tests and the RAVLT general memory index compared with patients with EM. in both groups, the value of the latter indicator did not reach the standard. in 38 % of patients with chronic respiratory infections, the result on the MoCA scale did not reach the lower limit of normal. The absence of interrelations between the results of tests for cognitive functions and the levels of anxiety and depression was revealed. Conclusion. in patients with EM and CM, objective CNs are observed. Preventive therapy of EM is needed to reduce the risk of chronicity and progression of CN.

GAYA BELAJAR, MOTIVASI BERPRESTASI, LOCUS OF CONTROL DAN ACADEMIC SELF-CONCEPT MAHASISWA FIK UNCEN

The aim of this research was to find out (1) profile of learning style, achievement motivation, locus of control, academic self-concept of the college student of FIK Uncen, (2) difference of learning style, achievement motivation, locus of control, academic self-concept of the college student of FIK Uncen to view gender. The result of this research was (1) there was 7 (9,6%) college students that have visual learning style, 19 (26,0%) college students that have aural learning style, 16 (21,9%) college students that have read/write learning style, 31 (42,5%) college students that have kinesthetic learning style. There was no difference learning style to view gender, (2) the mean of achievement motivation of the effort dimension have more higly score (29) than both the choice dimension (21) and the persistence dimension (19). There was no difference achievement motivation to view gender, (3) there was 63 (86,3%) college students that have internal locus of control and 10 (13,7%) college students have external locus of control. There was no difference locus of control to view gender (4) there was 18 (24,7%) college students that have high academic self-concept, 55 (75,3%) college students that have medium academic self-concept, and 0 (0%) college students that have low academic self-concept. There was no difference academic self-concept to view gender. Key words: Gaya belajar, motivasi berprestasi, locus of control, academic self-concept