Abstract
Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.
Highlights
There are variations in the learning process due to cognitive processing differences among individuals.[1]
The current study examined the association between learning styles and academic achievement of university students in all disciplines at Tabriz University of Medical Sciences using information from the first baseline data collection of a longitudinal study entitled, “Health and Lifestyle of University Students(HeLiS),” the first of its kind among medical university students, conducted in Tabriz, Iran
A total of 645 students who enrolled in the first semester of 2014 were eligible at the baseline phase of the HeLiS; the participation rate was (80%), of whom 452 who had a completed learning style questionnaire were included in this analysis
Summary
There are variations in the learning process due to cognitive processing differences among individuals.[1]. Learning style can help explain many individual differences in learning.[3] Understanding students’ learning styles is important because if educational materials and teaching styles are in line with learning styles, this can enhance course content and promote academic achievement.[4,5] Academic achievement is very important in higher education as a means of measuring the effectiveness of the transfer. Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Conclusion: students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement
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