EFFECT OF CONVENTIONAL TEACHING ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH DIVERSE LEARNING STYLES

Abstract

Learning style preferences includes Visual (V; learning from diagrams), Auditory (A; learning from hearing) and Kinesthetic (K; learning from doing). Present study examines the effect of conventional teaching on the academic performance of first year undergraduate dental students with distinct learning style preferences. Learning style preferences and academic performance of 98 Dental students were determined using VAK questionnaire and average marks of scored by each student in the academic year respectively. Learning style preferences of students were 18% visual (V),19% aural (A),13 % kinesthetic (K),10% Visual Aural (VA),6% Aural Kinesthetic (AK),13% Visual Kinesthetic (VK) & 21% Visual Aural Kinesthetic (VAK). Students with kinesthetic approach (K, AK, VK &VAK) as one of their preferred learning style are grouped together as K learners & those with V, A & VA learning style are grouped as VA learners. Academic performance of students was assessed based on marks as low (< 60%), medium (60-80%) & high achievers (<80%). Among the low achievers, K learners were predominant i.e. 68% compared to 32% of VA learners. Whereas, both medium & high achievers were predominantly VA learners (67%) compared to K learners (33%) (p<0.05). Visual & Aural learners were better academic performers than students with kinesthetic learning style. Appropriate teaching approaches should be formulated to accommodate the needs of kinesthetic learners.