Abstract
This study aimed to understand the medical sciences students’ critical thinking (CT) and their learning styles and investigate the relationship between academic performance and the both mentioned variables. A descriptive analytical study was conducted on 469 medical sciences students in Ardabil University of Medical Sciences using the Kolb's learning styles and California's CT skills test (Form-B). Cumulative grade point average was considered as academic performance. The data were analyzed with SPSS 18 and using Chi Square test, Independent t-test, one-way ANOVA and Pearson correlation test with a significant level of p<0.05 . The mean of academic performance was 15.9±1.7 . The popular learning style among students was assimilative style. Results showed significant relationship between academic performance and learning style. Significant relationship between academic performances of students with the total CT skills was not found, but significant relationship was seen between academic performance and deductive skill only. Learning styles changed in different semesters among medicine and dentistry students from an abstract-reflexive style to a concrete-active one. Using appropriate, active and collaborative teaching methods can help to improve learning and students' academic performance.
Highlights
Understanding the learning styles of students helps faculty members to provide different teaching methods and tools to meet the needs of all learners in order to improve their learning (Rassool & Rawaf, 2007)
Research on learning styles and related factors including thinking styles and academic performance originated from studies on the psychological and social dimensions of teaching process and understanding the relationship between thinking and learning styles is one of the major psychological advances but limited studies in Iran have investigated this relationship (Ghafoor et al, 2020)
Significant relationship between CT and learning styles of students with their academic performance was not found in the studies conducted by Ziapour and Kianipour (2018), Athari et al (2013), Shirazi and Heidari (2019), Shakurnia and Aslami (2017) and Tartas et al (2011)
Summary
Students' academic performance is one of the important indicators in the assessment of quality in higher education and all efforts and stretches of educational system are needed to achieve this goal (Ghafoor et al, 2020).The factors affecting academic achievement survey showed that various factors, apart from individual abilities, have an impact on academic performance such as learning styles (Hannan et al, 2020) defined as preferred and unique ways used by individuals to learn and recall information (Jiraporncharoen et al, 2015; Samarakoon et al, 2013). The study of the recognition of thinking styles in individuals is important because they function as a bridge between the study of personality and success and this can be useful for predicting the academic achievement of students in the educational environment (Ghafoor et al, 2020). Several studies have been conducted around the world on the relationship between academic performance and learning styles and CT, there are limited studies in Iran and existing studies have reported different and contradictory findings. Significant relationship between CT and learning styles of students with their academic performance was not found in the studies conducted by Ziapour and Kianipour (2018), Athari et al (2013), Shirazi and Heidari (2019), Shakurnia and Aslami (2017) and Tartas et al (2011). Considering the contradictions in the results of previous studies and the lack of research in this field, the study of the relationship between CT and learning style with academic achievement is another goal of the present study
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