Abstract
PurposeThe present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran.MethodsThis cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression.ResultsThe response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01).ConclusionMultimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.
Highlights
Learning style has been described as a complicated process in which the learner should perceive, process, save, and recall concepts efficiently and effectively [1]
The present study aimed to identify learning preferences among dental students in Isfahan, Iran and to characterize the associations between learning preferences and past academic performance, as represented by students’ grade point average (GPA)
The aim of this study was to determine the relationship between learning style preference and GPA using the standard VARK questionnaire, and to assess whether this relationship was affected by gender, marital status, and students’ year of study in the curriculum
Summary
Learning style has been described as a complicated process in which the learner should perceive, process, save, and recall concepts efficiently and effectively [1]. Several methods have been developed to measure learning styles, including the validated visual, aural, read/write, and kinesthetic (VARK) questionnaire created by Fleming [2]. He defined the 4 sensory aspects as follows. Visual learners learn by seeing figures, diagrams, films, and maps. Aural learners learn by listening to lectures, discussions, and speeches. Learners with a reading/writing style learn by reading books, course notes, and notes. Kinesthetic learners learn by touching and experience, physical actions, and working with their hands
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