| _version_ |
1860796850147164160
|
| building |
INTELEK Repository
|
| collection |
Online Access
|
| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
|
| date |
2013-12-25 14:06:52
|
| format |
Restricted Document
|
| id |
10418
|
| institution |
UniSZA
|
| internalnotes |
Baykan, Z. &Naçar, M. (2007) Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey, Adv Physiol Educ, 31, pp. 158-160. Breckler, J.,Joun, D. &Ngo, H. (2009) Learning styles of physiology students interested in the health professions, Adv Physiol Educ, 33, pp. 30-36. Coffield, F. et al., (2004)Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review, London: Learning Skills and Research Centre. Dobson, J.L. (2009) Learning style preferences and course performance in an undergraduate physiology class. Adv Physiol Educ, 33, pp. 308-314. Dunn, R. & Griggs, S. (2003) The Dunn and Dunn learning style model and its theoretical cornerstone. In: Synthesis of the Dunn and Dunn Learning Styles Model Research: Who, What, When, Where, and So What. New York: St. John's Univ. Center for the Study of Learning and Teaching Styles. Dunn, R.S. & Dunn, K. (1993) Teaching secondary students through their individual learning styles. Practical approaches for grades 7- 12.Allyn and Bacon, Boston. MA. Fleming, N.D. (1995) I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In: Research and Development in Higher Education, edited by Zelmer A. Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia, 18, pp. 308-313. Fleming, N.D. (2008) VARK: a Guide to Learning Styles [online], Available at: http://www.vark-learn.com/english/page.asp?p=questionnaire Gudmundsdottir, S. & Shulman, L. (1987) Pedagogical content knowledge in social studies, Scand J Educ Res,31, pp. 59-70. Honigsfeld, A.M. (2001) A comparative analysis of the learning styles of adolescents from diverse nations by age, gender, academic achievement level and nationality (Doctoral dissertation). Dissert AbstrInt, 62, p. 969. James, W. & Gardner, D. (1995) Learning styles: implications for distance learning, New Dir Adult Contin Educ,67, pp. 19-32. Jill, A.S., Heidi, L.L. & Stephen, E.D. (2007) Does gender influence learning style preferences of first-year medical students?, Adv Physiol Educ, 31, pp. 336-342. Keefe, J.W. (1987) Learning style: Theory and practice. Reston, Virginia: National Association of Secondary Schools Principals. Latha, R.K. et al., (2009) Predominant learning styles adopted by AIMST university students in Malaysia, South-East Asian J Med Edu, 3, pp. 37-46. Leiti, W.L., Svinicki, M. & Shi, Y. (2010) Attempted validation of the scores of the VARK: Learning style inventory with multitrait-multimethod confirmatory factor analysis models, Educational and Psychological Measurement, 70, pp. 323- 339. Lujan, H.L. &DiCarlo, S.E. (2006) First-year medical students prefer multiple learning styles, Adv Physiol Educ, 30, pp. 13-16. McManus, I.C. Livingston, G. &Katona, C. (2006) The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement, BMC Med Educ, 6, pp. 11-30. Miller, J.A. (1998) Enhancement of achievement and attitudes through individualized learning�style presentations of two allied health courses, J Allied Health, 27, pp. 150-156. Murphy, R.J. et al., (2004) Student learning preferences and teaching implications, J Dent Educ, 68, pp. 859-866. Philbin, M. et al., (1995) A survey of gender and learning styles, Sex Roles J Res, 32, pp. 485- 495. Rosenberg, M. (1989) Society and the adolescent self-image.Revised edition. Middletown, CT: Wesleyan University Press. Suskie, L. (2004) What are learning styles? Can we identify them? What is their place in an assessment program? In: RL Swing (Ed). Proving and Improving. Vol II: Tools and techniques for assessing the first college year. Columbia, SC: National Resource center for the First year experience and students in transition, University of South Carolina [Online], Available at: www.brevard.edu/fyc/listserv/ remarks/suskie2.htm. Tanner, K. & Allen, D. (2004) Approaches to biology teaching and learning: Learning styles and the problem of instructional selection-engaging all students in science courses, Cell Biol Educ, 3, pp. 197-201. Wehrwein, E.A., Lujan, H.L. & DiCarlo, S.E. (2007) Gender differences in learning style preferences among undergraduate physiology students, Adv Physiol Educ, 31, pp. 153-157.
|
| originalfilename |
4388-01-FH02-FPSK-14-00707.pdf
|
| person |
Duang
|
| recordtype |
oai_dc
|
| resourceurl |
https://intelek.unisza.edu.my/intelek/pages/view.php?ref=10418
|
| spelling |
10418 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=10418 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 9 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in Duang 2013-12-25 14:06:52 4388-01-FH02-FPSK-14-00707.pdf UniSZA Private Access Learning style preferences of preclinical medical students in a Malaysian university South East Asian Journal of Medical Education Background: Academic demands of medical students are quite high. They require several skills involving sensory components such as visual, auditory, reading-writing and kinesthetic modes. The academic performance naturally differs in students and depends on their study habits including the learning style. It is believed that self- confidence is the first requisite to great achievements. Objective: We undertook this study to establish our hypothesis based on the assumption that students’ self-confidence and academic performance are directly related and the differences in learning style of each student could influence the academic performance. Method: To explore the pattern of preferred learning styles of 82 students, we administered the VARK questionnaire to the participants. To assess self-esteem, Rosenberg self-esteem questionnaire was used and the academic performance was based on the overall results of the formative assessments. Results: Among the respondents, 84% preferred multimodal style of learning. Out of that, dual, trimodal and quadrimodal styles were preferred by 8.5%, 2.4% and 73.2% respectively. The remaining 16% of the students preferred single mode. Female students had more diverse learning style preferences with several VARK combinations. A large proportion of our students were in the average group in terms of self- confidence and academic performance. Conclusion: Most students in this study preferred multimodal inputs in their learning process. Our study did not reveal any major gender differences in preferred learning styles. The results of self esteem, learning style preference and academic performance did not have any bearing on each other 7 1 22-30 Baykan, Z. &Naçar, M. (2007) Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey, Adv Physiol Educ, 31, pp. 158-160. Breckler, J.,Joun, D. &Ngo, H. (2009) Learning styles of physiology students interested in the health professions, Adv Physiol Educ, 33, pp. 30-36. Coffield, F. et al., (2004)Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review, London: Learning Skills and Research Centre. Dobson, J.L. (2009) Learning style preferences and course performance in an undergraduate physiology class. Adv Physiol Educ, 33, pp. 308-314. Dunn, R. & Griggs, S. (2003) The Dunn and Dunn learning style model and its theoretical cornerstone. In: Synthesis of the Dunn and Dunn Learning Styles Model Research: Who, What, When, Where, and So What. New York: St. John's Univ. Center for the Study of Learning and Teaching Styles. Dunn, R.S. & Dunn, K. (1993) Teaching secondary students through their individual learning styles. Practical approaches for grades 7- 12.Allyn and Bacon, Boston. MA. Fleming, N.D. (1995) I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In: Research and Development in Higher Education, edited by Zelmer A. Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia, 18, pp. 308-313. Fleming, N.D. (2008) VARK: a Guide to Learning Styles [online], Available at: http://www.vark-learn.com/english/page.asp?p=questionnaire Gudmundsdottir, S. & Shulman, L. (1987) Pedagogical content knowledge in social studies, Scand J Educ Res,31, pp. 59-70. Honigsfeld, A.M. (2001) A comparative analysis of the learning styles of adolescents from diverse nations by age, gender, academic achievement level and nationality (Doctoral dissertation). Dissert AbstrInt, 62, p. 969. James, W. & Gardner, D. (1995) Learning styles: implications for distance learning, New Dir Adult Contin Educ,67, pp. 19-32. Jill, A.S., Heidi, L.L. & Stephen, E.D. (2007) Does gender influence learning style preferences of first-year medical students?, Adv Physiol Educ, 31, pp. 336-342. Keefe, J.W. (1987) Learning style: Theory and practice. Reston, Virginia: National Association of Secondary Schools Principals. Latha, R.K. et al., (2009) Predominant learning styles adopted by AIMST university students in Malaysia, South-East Asian J Med Edu, 3, pp. 37-46. Leiti, W.L., Svinicki, M. & Shi, Y. (2010) Attempted validation of the scores of the VARK: Learning style inventory with multitrait-multimethod confirmatory factor analysis models, Educational and Psychological Measurement, 70, pp. 323- 339. Lujan, H.L. &DiCarlo, S.E. (2006) First-year medical students prefer multiple learning styles, Adv Physiol Educ, 30, pp. 13-16. McManus, I.C. Livingston, G. &Katona, C. (2006) The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement, BMC Med Educ, 6, pp. 11-30. Miller, J.A. (1998) Enhancement of achievement and attitudes through individualized learning�style presentations of two allied health courses, J Allied Health, 27, pp. 150-156. Murphy, R.J. et al., (2004) Student learning preferences and teaching implications, J Dent Educ, 68, pp. 859-866. Philbin, M. et al., (1995) A survey of gender and learning styles, Sex Roles J Res, 32, pp. 485- 495. Rosenberg, M. (1989) Society and the adolescent self-image.Revised edition. Middletown, CT: Wesleyan University Press. Suskie, L. (2004) What are learning styles? Can we identify them? What is their place in an assessment program? In: RL Swing (Ed). Proving and Improving. Vol II: Tools and techniques for assessing the first college year. Columbia, SC: National Resource center for the First year experience and students in transition, University of South Carolina [Online], Available at: www.brevard.edu/fyc/listserv/ remarks/suskie2.htm. Tanner, K. & Allen, D. (2004) Approaches to biology teaching and learning: Learning styles and the problem of instructional selection-engaging all students in science courses, Cell Biol Educ, 3, pp. 197-201. Wehrwein, E.A., Lujan, H.L. & DiCarlo, S.E. (2007) Gender differences in learning style preferences among undergraduate physiology students, Adv Physiol Educ, 31, pp. 153-157.
|
| spellingShingle |
Learning style preferences of preclinical medical students in a Malaysian university
|
| summary |
Background: Academic demands of medical students are quite high. They require several skills involving sensory components such as visual, auditory, reading-writing and kinesthetic modes. The academic performance naturally differs in students and depends on their study habits including the learning style. It is believed that self- confidence is the first requisite to great achievements. Objective: We undertook this study to establish our hypothesis based on the assumption that students’ self-confidence and academic performance are directly related and the differences in learning style of each student could influence the academic performance. Method: To explore the pattern of preferred learning styles of 82 students, we administered the VARK questionnaire to the participants. To assess self-esteem, Rosenberg self-esteem questionnaire was used and the academic performance was based on the overall results of the formative assessments. Results: Among the respondents, 84% preferred multimodal style of learning. Out of that, dual, trimodal and quadrimodal styles were preferred by 8.5%, 2.4% and 73.2% respectively. The remaining 16% of the students preferred single mode. Female students had more diverse learning style preferences with several VARK combinations. A large proportion of our students were in the average group in terms of self- confidence and academic performance. Conclusion: Most students in this study preferred multimodal inputs in their learning process. Our study did not reveal any major gender differences in preferred learning styles. The results of self esteem, learning style preference and academic performance did not have any bearing on each other
|
| title |
Learning style preferences of preclinical medical students in a Malaysian university
|
| title_full |
Learning style preferences of preclinical medical students in a Malaysian university
|
| title_fullStr |
Learning style preferences of preclinical medical students in a Malaysian university
|
| title_full_unstemmed |
Learning style preferences of preclinical medical students in a Malaysian university
|
| title_short |
Learning style preferences of preclinical medical students in a Malaysian university
|
| title_sort |
learning style preferences of preclinical medical students in a malaysian university
|