Open AccessEffect of preferred learning styles on academic achievements: A cross sectional descriptive study.
Author(s) -
Maryam Rao,
Qudsia Umara Khan,
Sana Akram,
Wardah Anwar,
Shazo Sana,
Tabinda Kazmi
Publication year - 2021
Publication title -
the professional medical journal/the professional medical journal
Language(s) - English
Resource type - Journals
eISSN - 2071-7733
pISSN - 1024-8919
DOI - 10.29309/tpmj/2021.28.11.5668
Subject(s) - kinesthetic learning , style (visual arts) , learning styles , medicine , mathematics education , medical education , association (psychology) , academic achievement , descriptive statistics , psychology , statistics , mathematics , archaeology , psychotherapist , history
Objective: This study aims to find out the preferred mode of study for undergraduate Physiology students and effect of learning style preferences on academic achievements. Study Design: Cross Sectional, Descriptive study. Setting: Fatima Jinnah Medical University, Lahore. Period: December 2018 to June 19. Material & Methods: Total 170 undergraduate’s 2nd year MBBS Physiology students were included. The VARK questionnaire (Version 7.1) designed by Fleming was administered to 170 students after taking consent. This questionnaire is a valid tool to assess the learning style preferences of students. It consists of 16 questions having four options each and a scoring chart at the end, for the students to calculate their own scores. The aggregate percentage of periodic assessments throughout the academic year was defined as academic achievement. It was matched with their learning style preferences. A relationship between the learning style preferences and academic achievement was studied. Data was analyzed by using SPSS version 23.0. Results: Out of a total of 170 students, 73 (43%) preferred kinesthetic while 51(30%) preferred aural mode of learning. However, no association between learning style preferences and academic achievements could be found. Conclusion: The study concluded that the most preferred learning style among the M.B.B.S 2nd year Physiology students was kinesthetic. No significant association was found between the learning style preferences and academic achievement. Teaching modalities can be improved and incorporated according to students’ preferences.