Relationship between Learning Approaches and Academic Performance of Dental Students: A Cross-Sectional Study in Kermanshah, Iran

Narges Ziaei,Marzie Shaveisi,Maryam Janatolmakan,Alireza Khatony,Roya Safari Bahramani,Ehsan Namaziandost

doi:10.1155/2021/8278066

Narges Ziaei, Marzie Shaveisi + Show 4 more

Open Access

https://doi.org/10.1155/2021/8278066

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Abstract

Background. Learning approaches are a set of skills and strategies used by learners to organize and recall the content. Teachers can adopt appropriate teaching methods if they know the students’ learning approaches. This study was conducted to determine the relationship between learning approaches and academic performance of dental student. Methods. In this cross-sectional study, 128 dental students of Kermanshah University of Medical Sciences were recruited by the stratified random sampling method. The data collection tools were a demographic information form and Approaches and Study Skills Inventory for Students (ASSIST). To determine academic performance, the grade point average (GPA) of the previous semester was used, and students with GPA scores ≤14.99 and ≥ 15 were divided into weak and strong groups, respectively. Data were analyzed by SPSS 17 software using descriptive and inferential statistics. Results. The most common learning approach in most strong (n = 49, 45.4%) and weak (n = 12, 60%) students was the superficial approach. The results of the chi-square test did not show a statistically significant difference between strong and weak students in terms of the learning approach. Conclusion. The results did not show a statistically significant relationship between students’ learning approach and their academic performance. However, since the superficial approach can lead to a decline in academic performance, the professors need to take the necessary intervention measures to improve students’ learning approaches. Further studies with larger sample sizes are recommended to shed more light on this research domain.

Highlights

Learning approaches are the ways in which students organize learning activities [1]
In a study aimed at determining the relationship between learning approaches and academic performance of 370 medical students in Iran, the results showed that the mean score of the in-depth approach was higher than that of the superficial approach, and a positive correlation was found between this approach and academic performance [13]
In a study conducted in England (2000), the relationship between learning approaches and academic performance of 1284 students from six universities was examined, and the results showed a significant relationship between in-depth and superficial approaches and academic performance [18]

Summary

Introduction

Learning approaches are the ways in which students organize learning activities [1]. In other words, learning approaches are techniques that can be used to increase study efficiency [2]. Students see the university as a suitable tool for getting a job and rely on parrot learning, but in the strategic approach, students try to get the highest score. For this reason, they need proper time management and proper study organization [5, 10]. Is study was conducted to determine the relationship between learning approaches and academic performance of dental student. E results of the chi-square test did not show a statistically significant difference between strong and weak students in terms of the learning approach. E results did not show a statistically significant relationship between students’ learning approach and their academic performance. Further studies with larger sample sizes are recommended to shed more light on this research domain

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Results