Background: The Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Objective: The Relationship between Learning style and undergraduate nursing students’ Academic Achievement in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran Methods: A correlational cross sectional study was conducted. The subjects of this study were Undergraduate nursing students 232 from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous learning style questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Kolb’s Learning Style Inventory (c) Academic achievement. An initial version of the questionnaire was piloted on a small group of nursing students as the context was validated by a panel of expertise in nursing education. All ethical considerations were applied in this study. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was Abstract Conceptualization (37.5%). In addition, Active Experiential (30.17%), Reflective Observation (19.83%) and Concrete Experiencing (12.5%) were in the next order in LS of students. The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning style and Academic Achievement (P> 0.05). There was a relationship between Learning styles and gender (P<0.05). There was a relationship between learning style and academic level (P=0.041). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning.
| Published in | American Journal of Nursing Science (Volume 4, Issue 4) |
| DOI | 10.11648/j.ajns.20150404.11 |
| Page(s) | 147-153 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
LS, Academic Achievement, Nursing Students’, Iran, Undergraduate Degree
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APA Style
Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi. (2015). The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. American Journal of Nursing Science, 4(4), 147-153. https://doi.org/10.11648/j.ajns.20150404.11
ACS Style
Addis Adera Gebru; Shahrazad Ghiyasvandian; Nooroodin Mohammadi. The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Am. J. Nurs. Sci. 2015, 4(4), 147-153. doi: 10.11648/j.ajns.20150404.11
AMA Style
Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi. The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Am J Nurs Sci. 2015;4(4):147-153. doi: 10.11648/j.ajns.20150404.11
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Download@article{10.11648/j.ajns.20150404.11,
author = {Addis Adera Gebru and Shahrazad Ghiyasvandian and Nooroodin Mohammadi},
title = {The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran},
journal = {American Journal of Nursing Science},
volume = {4},
number = {4},
pages = {147-153},
doi = {10.11648/j.ajns.20150404.11},
url = {https://doi.org/10.11648/j.ajns.20150404.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20150404.11},
abstract = {Background: The Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Objective: The Relationship between Learning style and undergraduate nursing students’ Academic Achievement in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran Methods: A correlational cross sectional study was conducted. The subjects of this study were Undergraduate nursing students 232 from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous learning style questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Kolb’s Learning Style Inventory (c) Academic achievement. An initial version of the questionnaire was piloted on a small group of nursing students as the context was validated by a panel of expertise in nursing education. All ethical considerations were applied in this study. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was Abstract Conceptualization (37.5%). In addition, Active Experiential (30.17%), Reflective Observation (19.83%) and Concrete Experiencing (12.5%) were in the next order in LS of students. The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning style and Academic Achievement (P> 0.05). There was a relationship between Learning styles and gender (P<0.05). There was a relationship between learning style and academic level (P=0.041). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning.},
year = {2015}
}
TY - JOUR T1 - The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran AU - Addis Adera Gebru AU - Shahrazad Ghiyasvandian AU - Nooroodin Mohammadi Y1 - 2015/06/13 PY - 2015 N1 - https://doi.org/10.11648/j.ajns.20150404.11 DO - 10.11648/j.ajns.20150404.11 T2 - American Journal of Nursing Science JF - American Journal of Nursing Science JO - American Journal of Nursing Science SP - 147 EP - 153 PB - Science Publishing Group SN - 2328-5753 UR - https://doi.org/10.11648/j.ajns.20150404.11 AB - Background: The Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Objective: The Relationship between Learning style and undergraduate nursing students’ Academic Achievement in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran Methods: A correlational cross sectional study was conducted. The subjects of this study were Undergraduate nursing students 232 from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous learning style questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Kolb’s Learning Style Inventory (c) Academic achievement. An initial version of the questionnaire was piloted on a small group of nursing students as the context was validated by a panel of expertise in nursing education. All ethical considerations were applied in this study. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was Abstract Conceptualization (37.5%). In addition, Active Experiential (30.17%), Reflective Observation (19.83%) and Concrete Experiencing (12.5%) were in the next order in LS of students. The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning style and Academic Achievement (P> 0.05). There was a relationship between Learning styles and gender (P<0.05). There was a relationship between learning style and academic level (P=0.041). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. VL - 4 IS - 4 ER -
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