Relationship between Learning Style and Academic Status of Babol Dental Students
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...
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| Format: | Article |
| Language: | English |
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Electronic Physician
2016-05-01
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| Series: | Electronic Physician |
| Subjects: | |
| Online Access: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4930252/ |
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| author | Zahra Nasiri Samane Gharekhani Maryam Ghasempour |
| author_facet | Zahra Nasiri Samane Gharekhani Maryam Ghasempour |
| author_sort | Zahra Nasiri |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-22T06:56:27Z |
| format | Article |
| id | doaj.art-b590a9a0889b47ec97d1dae350816f86 |
| institution | Directory Open Access Journal |
| issn | 2008-5842 2008-5842 |
| language | English |
| last_indexed | 2024-12-22T06:56:27Z |
| publishDate | 2016-05-01 |
| publisher | Electronic Physician |
| record_format | Article |
| series | Electronic Physician |
| spelling | doaj.art-b590a9a0889b47ec97d1dae350816f862022-12-21T18:34:56ZengElectronic PhysicianElectronic Physician2008-58422008-58422016-05-01852340234510.19082/2345Relationship between Learning Style and Academic Status of Babol Dental StudentsZahra NasiriSamane GharekhaniMaryam GhasempourIntroduction: 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.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4930252/Academic statusDental students |
| spellingShingle | Zahra Nasiri Samane Gharekhani Maryam Ghasempour Relationship between Learning Style and Academic Status of Babol Dental Students Electronic Physician Academic status Dental students |
| title | Relationship between Learning Style and Academic Status of Babol Dental Students |
| title_full | Relationship between Learning Style and Academic Status of Babol Dental Students |
| title_fullStr | Relationship between Learning Style and Academic Status of Babol Dental Students |
| title_full_unstemmed | Relationship between Learning Style and Academic Status of Babol Dental Students |
| title_short | Relationship between Learning Style and Academic Status of Babol Dental Students |
| title_sort | relationship between learning style and academic status of babol dental students |
| topic | Academic status Dental students |
| url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4930252/ |
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