Learning Style Preferences and Course Performance in an Undergraduate Physiology Class

Autor/in	Dobson, John L.
Titel	Learning Style Preferences and Course Performance in an Undergraduate Physiology Class
Quelle	In: Advances in Physiology Education, 33 (2009) 4, S.308-314 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00048.2009
Schlagwörter	Cognitive Style; Females; Visual Learning; Physiology; Measures (Individuals); Undergraduate Students; Correlation; Predictor Variables; Science Achievement; Gender Differences; Learning Modalities; Scores; College Science; Questionnaires; Human Body; Science Instruction; Student Attitudes + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Weibliches Geschlecht; Visual education; Visuelles Lernen; Physiologie; Messdaten; Korrelation; Prädiktor; Geschlechterkonflikt; Lernumgebung; Fragebogen; Menschlicher Körper; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten
Abstract	Learning styles may be classified according to the sensory modality that one most prefers to use when internalizing information. The four major sensory modalities are visual, aural or auditory, read/write, and kinesthetic. The purpose of this study was to investigate the relationship between preferred learning style, gender, and course scores in an undergraduate physiology class. Students from the fall 2008 and spring 2009 Applied Human Physiology courses completed an online questionnaire in which they were asked to both provide descriptive information about themselves (e.g., gender and major) and self-assess their preferred sensory modality. A total of 901 students completed the questionnaire, 75% of which were female and 25% were male. The results from a x[superscript 2]-analysis (x[superscript 2] = 9.59, P less than 0.05) indicated that females and males had significantly different learning style preferences. Females most preferred visual learning (46%) followed by aural (27%), read/write (23%), and kinesthetic (4%). Males most preferred visual learning (49%) followed by read/write (29%), aural (17%), and kinesthetic (5%). There was also a significant relationship (P less than 0.05 by ANOVA) between preferred sensory modality and course scores. The mean overall course scores were 83.53 [plus or minus] 8.25, 85.58 [plus or minus] 8.18, 84.98 [plus or minus] 7.78, and 76.70 [plus or minus] 7.92 for those that preferred visual, aural, read/write, and kinesthetic modalities, respectively. These results support the findings of Wehrwein et al. (18): that female and male physiology students have different sensory modality preferences and that they provide the first step in determining if sensory modality preferences impact final course scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10