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Background: Learning style is the way students begin to focus, internalize and remember new and difficult information. Identifying the learning styles of medical students will enable the faculty to use appropriate T/L method to increase the grasping ability of their subject/ learning. Purpose of the study was to assess and compare the learning styl...
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... medical students, 40% had unimodal and 60% had multimodal learning style. Of all the participants, Final year MBBS students had a higher preference to multimodal learning style (73%) (Figure 1). The most preferred style of learning among all the medical students was Kinesthetic (6.6), followed by Aural (5.5), Visual (4.0) and Read/Write (3.5) (Figure 2). ...
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... Hal ini disebabkan karena paparan jangka panjang yang diterima mahasiswa tingkat akhir terhadap metode pembelajaran yang menuntut mereka untuk aktif melakukan pemecahan masalah, interaksi, dan pemeriksaan pasien. 17 Sehingga, dapat ditarik kesimpulan bahwa dengan paparan berulang karena tuntutan dari metode pembelajaran keterbatasan dari gaya belajar seseorang sebenarnya dapat sedikit demi sedikit teratasi dan dapat berkembang dari gaya belajar unimodalitas menuju ke multimodalitas. Selain itu, mahasiswa yang memiliki kombinasi (multimodalitas) gaya belajar akan mendapatkan performa akademik lebih tinggi. ...
... ,16,17 Tabel 4. Gaya Belajar Berdasarkan Jenis Kelamin ...
Background: Each individual has his or her distinctive style of learning. Learning styles are the combination of the most effective and efficient ways a person chooses to focus on receiving and processing information from the environment. However, the knowledge of learning style alone will not make any changes to academic performance if it is not followed by changes in learning strategies tailored to one’s learning style. The suitability of learning strategies with learning styles is one of the important factors that can affect student's academic performance. Research on this topic is still rarely found today. Hence, the purpose of this study is to determine the relationship between the suitability of learning strategies and learning styles with the academic performances of undergraduate medical students of the Faculty of Medicine, Universitas Tarumanagara.
Methods: This is an analytic study with a cross-sectional method that involved 227 undergraduate medical students of the Faculty of Medicine, Universitas Tarumanagara. Data were obtained through validated VARK 7.1 Indonesian questionnaires on learning styles and learning strategies consisting of a series of questions about the characteristics of each learning style from Fleming ND.
Results: This study shows that 142 respondents (62,6%) implemented learning strategies that did not fit their learning styles and the rest 85 respondents (37,4%) implemented appropriate learning styles. Seventy-two out of 85 (84,7%) respondents show matching learning strategies and learning styles and they have good academic performances (GPA), while 104 of 142 students (73,2%) with unsuitable learning strategies and learning styles have good GPA as well with a p-value of 0,066 (p>0,05).
Conclusion: There is no significant relationship between the suitability of learning strategies with learning styles and the academic performance of undergraduate medical students at Faculty of Medicine Universitas Tarumanagara.
... Furthermore, this study, in line with previous research (e.g. Kharb et al., 2013;Nagesh, Manjunath, Dharmaraj, & Shrish, 2016;Trinidad, 2008), found that kinesthetic was the most prominent single mode of learning among first-year students. This result clearly demonstrates that students prefer active participation in the knowledge acquisition process. ...
... This method will increase learner achievement. As same as Nagesh et al. [8] assess and compare the learning styles of 1st, second and final medical learners by using the VARK questionnaire. They found that most medical learners have a multimodal learning style rather than unimodal. ...
There are many learning methods presented. How could learners know which method is suitable for their learning style? In this paper, we have the objective to classify learning style base on the VARK model using Blended learning method on media creation, learning activities on Multimedia Design and Development subject.
The research samples were 47 undergraduates from Information Technology Department who enrolled in the second semester of the academic year 2018 and selected by using the purposive random sampling method.
We concluded that teaching/learning methods do not have equally achievement for the different group of learning style. In our case, the performance base plan combined with blended learning is better with the multimodal VAK.
... particular learning habit. If the method of information delivery suits the learning habit of a learner, the process of learning becomes more easy and the retention of the learned topic enhances (1). Aiding the students to recognize their learning style would make them better learners. ...
Introduction: Teaching is a process of knowledge presentation while learning is a process of acquiring new knowledge or modifying the existing knowledge, behaviors, skills, values or preferences and is many times multifactorial and depends on the mind-set of each individual student. Aiding the students to recognize their learning style would make them better learners. Knowledge of learning preferences of the students can also help educators to know more about the students' learning preferences and also help them to develop effective instructional strategies to accommodate to their students' learning needs, and promote better teaching. Materials and Methods: A descriptive cross-sectional study was conducted in mid-December 2017 among students of a dental institution in the neo capital region of Andhra Pradesh.A total of 310 out of 380 students at a response rate of 81.5% participated in this study. Results: The common preferred choice of teaching aid was audiovisual , closely followed by LCD projection, blackboard. Most of the students opined that multiple choice questions are the most beneficial method of evaluating the students understanding of the subject.Demonstrations of video clippings in the class, conducting small group discussions, short quizzes were among the top innovative methods of teaching as opined by students. Increased duration of the class was reported as the main reason for disinterest in a class followed by boring content and unimpressive presentation. Conducting class during morning sessions was thought to be a good practice by the students with no difference based on gender. Conclusion: It is time that dental institutions focus on the learning preferences of students and develop suitable teaching modalities rather than exceedingly rely on conventional teaching techniques. Adoption of multiple modes of teaching does not only have the advantage of keeping the students engaged in the learning process, but also provides an excellent opportunity to develop a good rapport between teachers and students thus leading to a collaborative learning experience.
... [23] Literature search revealed some studies which have recorded multimodal learning as the predominant learning style among the medical students in contrast to the results of our study. [24][25][26] This disparity could be attributed to the VARK research scoring algorithm adopted by our study for the categorization of learning styles, which was found to have more statistical rationale, compared to the VARK standard algorithm. [16] Yet, a significant proportion of our students were still multimodal learners, who preferred to use all the four sensory modalities (quad modal). ...
Background: Designing of active learning strategies that promote self-directed learning, has been emphasized in the directives of undergraduate medical education by the Medical Council of India. Acknowledging the diverse learning styles and learning approaches of the medical students is often an underutilized approach to improve classroom instructions. Aims and Objectives: The present study aimed to study the percentage distribution of diverse learning styles and predominant learning approach among the medical students. Materials and Methods: Self-administered visual, auditory, read/write, kinesthetic questionnaire and Approaches and Study Skills Inventory for Students questionnaire were distributed to 121 medical undergraduate students, to assess their learning style and learning approach, respectively. Results: Of the total 121 students, 53.8% students were unimodal learners and 46.2% were multimodal learners. Among the unimodal learners, predominant were visual learners (24.1%). There was no significant influence of gender on the learning style preferences among the medical students. Deep approach was the predominant learning approach among the medical students. The mean scores of the strategic approach were significantly higher in females compared to the male medical students. Conclusion: A successful learning results only when the teaching and assessment methods are in alignment with the student’s learning preferences. Students aware of their learning style and approach may be motivated to adopt techniques that best suit their learning styles and this may result in greater educational satisfaction.
