Abstract
Objective The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences. Methods All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students. Results A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p > .05). Conclusion The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.
Highlights
The concept of learning styles has developed among professional educators at all stages of the educational organization [1]
Surjono examined the effects of different learning styles on undergraduate student achievement and the findings suggested that students learn better when there is a match between students’ learning styles and their instructor’s teaching styles [4]
Descriptive cross-sectional studies are an important method to evaluate the proportion of a nursing population with learning preferences [14] in Saudi Arabia
Summary
The concept of learning styles has developed among professional educators at all stages of the educational organization [1]. Some learners are active and prefer to work in a group, while others are reflective who prefer independent learning [1, 3]. There is evidence that different learning styles affect academic achievements. Surjono examined the effects of different learning styles on undergraduate student achievement and the findings suggested that students learn better when there is a match between students’ learning styles and their instructor’s teaching styles [4]. Ahmad et al [5] reported a significant relationship between students learning preference and the academic achievement. Cakiroglu reported many variables that can affect academic achievement which include learning styles and studying habits [6]
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