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Relationship between Learning Style and Academic Status of Babol Dental Students.

Nasiri Z, Gharekhani S, Ghasempour M - Electron Physician (2016)

Bottom Line: There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32).There was no significant relationship between preferred learning styles and gender (p > 0.05).In addition, there were no differences in the preferred learning styles between male and female students.

View Article: PubMed Central - PubMed

Affiliation: Dental Student, Student's Research Committee, Faculty of Dentistry, Babol University of Medical Sciences, Babol, Iran.

ABSTRACT

Introduction: Identifying and employing students' learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students' final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences.

Methods: This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual-aural-reading/writing-kinesthetic (VARK) learning styles' questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test.

Results: Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05).

Conclusion: The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students.

No MeSH data available.


Distribution of students’ learning style preferencesV: visual, A: aural, R: reading-writing, K: kinesthetic
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f1-epj-08-2340: Distribution of students’ learning style preferencesV: visual, A: aural, R: reading-writing, K: kinesthetic

Mentions: Of the 102 questionnaires that were distributed, 88 were completed and returned by the students. The other questionnaires were not returned because some of the students graduated or did not want to participate. Of the 88 participants 56 were females (63.6%), and the others were males. Also, among the 88 participants, 18, 33, and 37 were studying in their sixth, fifth, and fourth years, respectively. The majority of the students (87 individuals) preferred multiple learning styles (multimodal), of which 18.1, 56.8, and 23.8% were bi-modal, tri-modal, and quad-modal, respectively. Only one student had a single learning preference (aural) (Figure 1).


Relationship between Learning Style and Academic Status of Babol Dental Students.

Nasiri Z, Gharekhani S, Ghasempour M - Electron Physician (2016)

Distribution of students’ learning style preferencesV: visual, A: aural, R: reading-writing, K: kinesthetic
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4930252&req=5

f1-epj-08-2340: Distribution of students’ learning style preferencesV: visual, A: aural, R: reading-writing, K: kinesthetic
Mentions: Of the 102 questionnaires that were distributed, 88 were completed and returned by the students. The other questionnaires were not returned because some of the students graduated or did not want to participate. Of the 88 participants 56 were females (63.6%), and the others were males. Also, among the 88 participants, 18, 33, and 37 were studying in their sixth, fifth, and fourth years, respectively. The majority of the students (87 individuals) preferred multiple learning styles (multimodal), of which 18.1, 56.8, and 23.8% were bi-modal, tri-modal, and quad-modal, respectively. Only one student had a single learning preference (aural) (Figure 1).

Bottom Line: There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32).There was no significant relationship between preferred learning styles and gender (p > 0.05).In addition, there were no differences in the preferred learning styles between male and female students.

View Article: PubMed Central - PubMed

Affiliation: Dental Student, Student's Research Committee, Faculty of Dentistry, Babol University of Medical Sciences, Babol, Iran.

ABSTRACT

Introduction: Identifying and employing students' learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students' final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences.

Methods: This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual-aural-reading/writing-kinesthetic (VARK) learning styles' questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test.

Results: Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05).

Conclusion: The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students.

No MeSH data available.