Abstract
Introduction: Learning styles play a significant role in the academic performance of nursing undergraduates. The main aim of this study was to evaluate the relationship between preferred learning styles and academic performance among nursing undergraduates in a defence university in Sri Lanka.Methodology: The study was conducted as a descriptive correlational study among nursing undergraduates studying at General Sir John Kotelawala Defence University, Sri Lanka. The socio-demographic data, preferred learning styles, and academic performance were evaluated by a general questionnaire, Honey and Mumford questionnaire, and via last Semester's Grade Point Average (SGPA) respectively. The data analysis was performed by SPSS 23.0. The relationship between preferred learning styles and academic performance was determined using the Pearson correlation test while the mean differences between SGPA and preferred learning styles were determined using one-way ANOVA.Results: The response rate of the participants was 69.6% (n=126), and their average (SD) age was 23.65(3.82) years. Reflector had the highest mean (SD) score (7.931.57), and Activist had the lowest (6.161.61). Activist (p = 0.002, r = -0.356) and Theorist (p = 0.048, r = -0.234) had significant negative correlations with SGPA. There was no significant difference between the SGPAs of the four student batches (p=0.095). There was no significant difference in mean SGPA among the four batches (p=0.095). Activist (p=0.004), Theorist (p=0.034) and Reflector (p=0.03) had significant mean differences among the four batches. The Activist (p=0.002, r = -0.356), and Theorist (p=0.048, r = -0.234) had negative significant correlations with SGPA.Conclusion: The results of the current study can be applied and used to improve the teaching and learning experiences of nursing undergraduates.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
