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The Relationship Between Learning Style and Undergraduate Nursing Students’ Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Received: 20 May 2015     Accepted: 28 May 2015     Published: 13 June 2015
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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 <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), 2015. Published by Science Publishing Group

Keywords

LS, Academic Achievement, Nursing Students’, Iran, Undergraduate Degree

References
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    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

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    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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    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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  • @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}
    }
    

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  • 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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Author Information
  • School of Nursing and Midwifery, Tehran University of Medical Sciences, Department of Medical Surgical Nursing, Tehran, Iran

  • School of Nursing and Midwifery, Tehran University of Medical Sciences, Department of Medical Surgical Nursing, Tehran, Iran

  • School of Nursing and Midwifery, Tehran University of Medical Sciences, Department of Critical Care Unit, Tehran, Iran

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