Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran

Research and Development in Medical Education

Horyeh Sarbazvatan¹  SeyedMorteza Shamshirgaran²  Nayyereh Aminisani²  Saeideh Ghaffarifar³  Abolghasem Amini³ 

[1] Educational Development Center, Department of Medical Education, Tabriz University of Medical Sciences, Tabriz, Iran;Epidemiology and Statistics Department, Faculty of Health Sciences, Tabriz University of Medical Silences, Tabriz, Iran;Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran;

关键词: Academic Achievement;    Learning Styles;    Medical University;    Iran;   

DOI  :  10.15171/rdme.2018.016

来源: DOAJ

【 摘 要 】

Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.

【 授权许可】

Unknown