LEARNING STYLES AND LEARNING OUTCOMES AMONG UNDERGRADUATE STUDENTS OF THE UNIVERSITY OF ILORIN COLLEGE OF HEALTH SCIENCES

Abstract

Background: For effective teaching and instructional design, it is essential to comprehend students' learning styles and how they relate to learning outcomes. Aim: With an emphasis on learning outcomes in the context of anatomy instruction, this study sought to identify several learning styles among undergraduate students in the College of Health Sciences, University of Ilorin. Methodology: A descriptive crosssectional survey was carried out among undergraduate students registered in the College of Health Sciences, University of Ilorin, Nigeria. The participants were chosen by a random sampling technique, yielding a sample size of 170 students with ages ranging from 18 to 25 years. To determine the students' preferences for visual, auditory, and kinesthetic (VAK) learning, a learning style questionnaire was given to them. The Chi-square test and other descriptive statistics were used to analyze the association between learning styles and learning outcomes. Result: According to this study's findings, students' chosen learning styles had little bearing on the knowledge they retained.Additionally, it was shown that undergraduateAnatomy students had a strong preference for the visual learning approach, although Nursing and Medical Laboratory Science (MLS) students did not. Also, no correlation between learning styles, gender, or the combination of learning styles and gender with academic accomplishment was discovered. Conclusion: It was concluded that using the VAK model assessment of learning styles, no significant relationship exist between learning styles and learning outcomes of students who took anatomy courses in the University of Ilorin.