The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)

Abstract

Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.