Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences
Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the ass...
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| Format: | Article |
| Language: | English |
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Zanjan University of Medical Sciences and Health Services
2017-06-01
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| Series: | Journal of Medical Education Development |
| Subjects: | |
| Online Access: | http://zums.ac.ir/edujournal/article-1-714-fa.pdf |
| _version_ | 1827848701802971136 |
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| author | Elaheh rahiminia hoorieh rahiminia Gholamreza sharifirad |
| author_facet | Elaheh rahiminia hoorieh rahiminia Gholamreza sharifirad |
| author_sort | Elaheh rahiminia |
| collection | DOAJ |
| description | Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the assessment of stages and learning styles based on the Kolb theory among students of Qom University of Medical Sciences.
Materials and Methods: This cross-sectional study was performed on 279 students of the QomUniversity of Medical Sciences, Iran in October 2015. The participants were selected using a stratified sampling method. The assessment instrument was the Kolb learning style inventory (KLSI V.3.1). Data analysis was performed by SPSS using descriptive statistics and Chi square test.
Results: The mean age of students was 22.23±4.38 years, and the average grade was 16.85±1.65. Generally, the learning styles of students were convergent (% 38.9), assimilative (% 37.5), divergent (%13.2) and accommodative (%10.4). There was a significant relationship between learning styles with gender (P=0.01).
Conclusion: Considering the predominance of convergent and assimilative learning styles in these students, it is recommended that faculty members use visual methods such as diagrams, self learning, individualized instruction and emphasize on practical methods in teaching. |
| first_indexed | 2024-03-12T09:50:36Z |
| format | Article |
| id | doaj.art-e0bf7f3b564c48bdb0b4f22880b03bc6 |
| institution | Directory Open Access Journal |
| issn | 2251-9521 2251-9521 |
| language | English |
| last_indexed | 2024-03-12T09:50:36Z |
| publishDate | 2017-06-01 |
| publisher | Zanjan University of Medical Sciences and Health Services |
| record_format | Article |
| series | Journal of Medical Education Development |
| spelling | doaj.art-e0bf7f3b564c48bdb0b4f22880b03bc62023-09-02T12:33:45ZengZanjan University of Medical Sciences and Health ServicesJournal of Medical Education Development2251-95212251-95212017-06-019242432Assessment of Kolb's Learning Styles among College Students of Qom University of Medical SciencesElaheh rahiminia0hoorieh rahiminia1Gholamreza sharifirad2Students’ Research Committee, Qom university of medical sciences, Qom, IranStudents’ Research Committee, Qom university of medical sciences, Qom, IranQom university of medical sciences, Qom, Iran.Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the assessment of stages and learning styles based on the Kolb theory among students of Qom University of Medical Sciences. Materials and Methods: This cross-sectional study was performed on 279 students of the QomUniversity of Medical Sciences, Iran in October 2015. The participants were selected using a stratified sampling method. The assessment instrument was the Kolb learning style inventory (KLSI V.3.1). Data analysis was performed by SPSS using descriptive statistics and Chi square test. Results: The mean age of students was 22.23±4.38 years, and the average grade was 16.85±1.65. Generally, the learning styles of students were convergent (% 38.9), assimilative (% 37.5), divergent (%13.2) and accommodative (%10.4). There was a significant relationship between learning styles with gender (P=0.01). Conclusion: Considering the predominance of convergent and assimilative learning styles in these students, it is recommended that faculty members use visual methods such as diagrams, self learning, individualized instruction and emphasize on practical methods in teaching.http://zums.ac.ir/edujournal/article-1-714-fa.pdfLearning styleKolbAssimilativeConvergent |
| spellingShingle | Elaheh rahiminia hoorieh rahiminia Gholamreza sharifirad Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences Journal of Medical Education Development Learning style Kolb Assimilative Convergent |
| title | Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences |
| title_full | Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences |
| title_fullStr | Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences |
| title_full_unstemmed | Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences |
| title_short | Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences |
| title_sort | assessment of kolb s learning styles among college students of qom university of medical sciences |
| topic | Learning style Kolb Assimilative Convergent |
| url | http://zums.ac.ir/edujournal/article-1-714-fa.pdf |
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