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An exploratory study of the relationship between learning styles and academic performance among students in different
Yuh-Shiow Li1, Wen-Pin Yu, Chin-Fang Liu
1Department of Nursing, Chang Gung University of Science and Technology, Kweishan, Taoyuan, Taiwan.
Contemporary Nurse
|January 1, 2015
Summary
This study explored Taiwanese nursing students learning styles and academic performance. Findings show a significant relationship between learning styles and academic success, informing instructional strategies for improved nursing education.
Area of Science:
- Nursing Education
- Educational Psychology
Background:
- Learning style significantly impacts academic performance.
- Limited research exists on Taiwanese nursing students' learning styles.
- Understanding learning preferences is crucial for effective instruction.
Purpose of the Study:
- To identify the relationship between learning styles and academic performance.
- To investigate nursing students in Associate Degree of Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs in Taiwan.
Main Methods:
- Descriptive and exploratory study design.
- Utilized the Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M.
- Collected data from academic records and analyzed using descriptive statistics, ANOVA, and chi-square tests.
Main Results:
- Sample included 285 nursing students (189 ADN, 96 BSN).
- Prevalent learning styles included Introversion, Sensing, Thinking, Judging (ISTJ) and Introversion, Sensing, Feeling, Judging (ISFJ).
- A significant relationship (p < 0.05) was found between learning style and academic performance.
Conclusions:
- Results aid educators in tailoring instructional strategies to individual student needs.
- Understanding learning styles can enhance academic performance and student success in nursing programs.
- Further research with larger sample sizes is recommended to deepen insights into learning styles in nursing education.
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