Volume 5, Issue 1 (1-2016)                   IEJM 2016, 5(1): 25-35 | Back to browse issues page

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Student Research Committee, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
Abstract:   (411 Views)
Background and Purpose of the Study: Students have different styles of learning which can be part of the reason why some students do not learn adequately despite prominent professors. The present research assists students to come to know the different aspects of their personality go for the right learning and studying styles and be high-achievers in studies. Considering the significance of learning in university students’ academic achievement, the aim of the present research was to investigate the learning styles of Nursing/Midwifery and Para-medicine university students.
Materials and Methods: The present research population was all students of Nursing/Midwifery and Para-medicine. The Kolb learning style inventory was used to collect data. Census was used for sampling among all male and female students entering university in either the first or second semester of 2014-15 to major in operation room, anesthesia, midwifery, health IT, medical emergency, radiology, lab sciences and nursing in Bandar Abbas.
Findings: Among all the subjects (n=172), the most prevalent learning styles were respectively diverging (49.4%), converging (27.3%), assimilating (12.8%) and accommodating (10.5%). 12.8% of the subjects were in the concrete experience (doing/having an experience) group; 29.1% belonged to the reflective ob.
 
Servation (reviewing/reflecting on the experience) group; 31.4% were in the abstract conceptualization (concluding/learning from the experience) group and 26.7% belonged to the active experimentation (planning/trying out what one has learned) group.
Conclusion: Analysis of learning styles among university students show that the most prevalent learning style is the diverging type and the least prevalent style is the concrete experience.
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Type of Study: Original Article | Subject: General
Received: 2017/10/25 | Accepted: 2017/10/25 | Published: 2017/10/25