Grasha-Riechmann Student Learning Style Scales Research Articles

Deciphering the Nexus: Exploring Learning Styles and Academic Success Among Medical Students Through a Comprehensive Study.

In the dynamic landscape of medical education, recognizing and catering to the diverse learning styles of students are pivotal for fostering academic success. This study investigates the intricate relationship between learning styles and academic performance among medical students. A sample comprising 201 second-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students from two batches participated in this cross-sectional study. Utilizing the Grasha-Riechmann Student Learning Style Scales, students were categorized into six distinct learning styles: independent, avoidant, collaborative, dependent, competitive, and participatory. Academic performance was assessed through cumulative scores at the end of the academic year. Statistical analyses, including descriptive statistics, Spearman's correlation analysis, and theKruskal-Wallis H test, were conducted using IBMSPSSStatistics for Windows, Version 25, (Released 2017; IBM Corp., Armonk, New York, United States). The findings revealed a rich diversity of learning styles among medical students, with independent learning emerging as the most prevalent style. However, intriguingly, no statistically significant difference in academic performance was discerned across the various learning styles. Nonetheless, correlation analysis uncovered weak positive correlations between independent, dependent, and participatory learning styles with academic performance, while an equally weak negative correlation was observed for the avoidant style. These results underscore the necessity for tailored educational strategies that can accommodate the heterogeneous learning preferences exhibited by medical students. While certain learning styles may be favoured by students, their adoption does not guarantee academic success. Thus, educators are urged to embrace flexible teaching methodologies to accommodate the diverse learning styles present within medical education, ultimately fostering student engagement and achievement. This study illuminates the imperative of understanding and addressing diverse learning styles among medical students, laying the foundation for further research into optimizing teaching methodologies in medical education.

A study on the learning styles of law students at a Caribbean tertiary institution

ABSTRACT This study assesses the learning styles of law students at the University of the West Indies, Cave Hill (UWICH) Faculty of Law (FOL) in the Caribbean, based on age, gender and academic performance, using the Grasha-Riechmann Student Learning Style Scale. The study also compared the learning styles of UWICH FOL students with the learning styles of UWICH management students, using a comparator study by Corbin (2017). In our study, using the Grasha-Riechmann rating norms, there was no dominant preferred learning style for law students with all results falling within the moderate range. Within this moderate range, the Collaborative learning style was “first among equals”, as the strongest within the moderate range. Contrastingly, in Corbin’s study, the Collaborative learning style was preferred for management students. In our study, Independent and Collaborative learning styles were significant predictors of academic performance, with the Independent learning style resulting in higher grade point averages (GPAs), and the Collaborative learning style being a predictor of lower GPAs. Contrastingly, Independent and Avoidant learning styles were predictors of academic performance in Corbin’s study. A further longitudinal study into learning styles of UWICH law students and the teaching styles of lecturers is recommended.

Grasha–Riechmann student learning style scales: an Argentinian version

PurposeThe study analyses psychometric features of the Grasha–Riechmann student learning style scale. It measures the instructional preferences of students attending different educational stages.Design/methodology/approachThe scale was translated from English to Spanish. Content and face validity evidences were analysed. After that, construct validity evidences – exploratory factor analysis, confirmatory factor analysis, factorial invariance analysis – and internal consistency were examined. Data were collected from samples composed of high school and college students from Argentina.FindingsThe adapted version, a four-factor 12-item scale, suitable to be used in local students, measures four learning styles – competitive, independent, dependent and collaborative. The model showed a better fit when compared to rival models – three-factor and six-factor. Besides, the four-factor model verified its factorial invariance in high school and college students' groups composing the sample. The internal consistency indices were adequate for every dimension (ordinal α > 0.70).Research limitations/implicationsDespite satisfactory results of the internal validity evidences and the internal consistency analysis, further studies should analyse external validity evidences – criterion and predictive evidences.Practical implicationsThe adapted version of the scale is suitable to be used by teachers in order to examine learning preferences in their students. Such information will allow the adaptation of teaching methods regarding the actual students' needs.Originality/valueThe Grasha–Riechmann student learning style scale’s Argentinian adaptation is presented. It is a valid and reliable measure of learning styles suitable to be used in high school and college.

Data Mining for Adverse Drug Events: Impact on Six Learning Styles.

Emerging technologies and big data influence the role of nurses, calling for new ways of thinking and teaching. Innovative educational methods are needed to prepare students for providing evidence-based care in today's complex healthcare environment. Active learning methods appeal to tech-savvy, self-directed learners who desire instant results during the learning process. The aim of this pretest/posttest study was to evaluate the impact of active learning methods on student attitudes and feelings, using the Grasha-Riechmann Student Learning Style Scale. Results were used to tailor active learning interventions using Twitter and Federal Adverse Event Reporting System data, for a research and evidence-based practice nursing course. Participants (N = 126) evaluated tweets describing adverse drug events and their concordance with federal reporting system data. Paired-samples t test results revealed significant differences (P < .05) between pretest/posttest for five of the six learning style preferences. Active learning methods resulted in high levels of student engagement and satisfaction. Data mining as an active learning intervention is popular with learners and offers a quick, valuable way to reveal real-world adverse drug event experiences while introducing basic research principles.

Managing Youth Unemployment in Developing Economies: An Analysis of Post-Graduate Students’ Learning Preferences in Kenya

It is a common norm to describe education as being fundamental to employment and growth in developing economies. While the highest rate of return is believed to be most experienced in those economies with both skilled and unskilled labour, the greatest responsibility lies with the highly qualified in education as they are most significant in policy formulation. Despite this, youth unemployment has remained a challenge in the 21st century that most developing countries like Kenya struggle with. This paper entails a study undertaken to explore the management of youth unemployment in Kenya, with a focus on learning preferences of postgraduate students. The study employed a descriptive survey design using the cross-sectional approach to data collection. The population of the study comprised 397 post-graduate students at Africa International University from which a sample size of 199 post-graduate Diploma, Masters’ level and Doctoral students were obtained. Questionnaire guide was used for data collection of information on the age and learning preferences of the students. Data analysis was done by descriptive and inferential statistics using regression techniques and presented in tables. A modified version of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) was the learning style inventory that was used to measure student learning preferences. The findings revealed that the majority 161(95.3%) of post-graduate students were youth and preferred participant, both independent and dependent as well as collaborative learning. The question however is, why has underemployment continued to affect many young Kenyans even with the developing system of education? How can students’ learning preferences be a driver to curbing the menace of unemployment?

The relationship between learning styles and academic performance in TURKISH physiotherapy students

BackgroundLearning style refers to the unique ways an individual processes and retains new information and skills. In this study, we aimed to identify the learning styles of Turkish physiotherapy students and investigate the relationship between academic performance and learning style subscale scores in order to determine whether the learning styles of physiotherapy students could influence academic performance.MethodsThe learning styles of 184 physiotherapy students were determined using the Grasha-Riechmann Student Learning Style Scales. Cumulative grade point average was accepted as a measure of academic performance. The Kruskal-Wallis test was conducted to compare academic performance among the six learning style groups (Independent, Dependent, Competitive, Collaborative, Avoidant, and Participant).ResultsThe most common learning style was Collaborative (34.8%). Academic performance was negatively correlated with Avoidant score (p < 0.001, r = − 0.317) and positively correlated with Participant score (p < 0.001, r = 0.400). The academic performance of the Participant learning style group was significantly higher than that of all the other groups (p < 0.003).ConclusionsAlthough Turkish physiotherapy students most commonly exhibited a Collaborative learning style, the Participant learning style was associated with significantly higher academic performance. Teaching strategies that encourage more participant-style learning may be effective in increasing academic performance among Turkish physiotherapy students.

Gender Influence on Students’ Learning Preferences: An Assessment of the Learning Styles of Postgraduate Students at African International University

This paper is a write up of a study that sought to examine the relationship between gender and learning preferences of post-graduate students at Africa International University (AIU) in Nairobi, Kenya. The study employed a descriptive survey design which used crosssectional approach to data collection. The population of the study consisted of all the 397 post-graduate students at Africa International University at the time of data collection. The sample size used was made up of 199 participants from the post-graduate Diploma, Masters’ level and Doctoral programmes. A questionnaire guide was the instrument used to collect information from the participants on their gender demographics and their preferences. Statistical Package for Social Sciences (SPSS) was used to analyse the data. A modified version of the Grasha - Riechmann Student Learning Style Scales (GRSLSS) was the learning style inventory that was used to measure the learning preferences. The findings revealed that gender was not significantly related to the ways Post-graduate students at Africa International University preferred to learn.

Statistics Self-Efficacy And Learning Styles As Predictor Of Statistics Anxiety

The study investigated statistics self-efficacy and learning styles as predictors of statistics anxiety among graduate students in University of Port Harcourt. Seven research questions and six null hypotheses were formulated to guide the study. The participants in the study were 150 (male = 86, female 64) graduate students drawn through stratified random sampling technique. Three valid instrument titled; statistical anxiety rating scale (STARS), current statistics self-efficacy scale (CSSES), and Grasham Reichann student learning style scales(GRSLSC) was used for data collection. The validity of the instrument was determined using multivariate statistical method of factor analysis. The reliability indices of the instrument were estimated using the Cronbach alpha with coefficients values for statistics anxiety rating scale. .916 and sub scales of .884.71, .80, .70, .63, .60. Current statistics self-efficacy r = .623, and .56, 52, 53, 54, 51, 60 coefficients for the Grasha-Riechmann student learning style scales sub scales. Research question 1, was answered using descriptive statistics of mean and standard deviation, while 2, 3, 4 and 5 was answered using simple and multiple regression. The null hypothesis tested at 0.05 level of significance with ANOVA associated with multiple regression and t – test associated with simple regression was used for providing answers to the null hypothesis. The result revealed that the statistics anxiety level of graduated student was high, Statistics self-efficacy and learning styles both individual and jointly was seen to predict statistics anxiety. It was recommended that psychological and educational intervention be carried out in the context of increasing statistics self-efficacy and reducing statistics anxiety. Based on findings implications were made and suggestions for further studies.

Deaf, Hard-of-Hearing, and Hearing Students in an Introductory Biology Course: College Readiness, Social Learning Styles, and Success

The maturity and development of students in baccalaureate degree programs has long been of interest to education research, but a focus on their ability to adapt to and transition between programs of study has only recently emerged. As more students with disabilities arrive in postsecondary classrooms, an improved understanding of the factors that contribute to their academic performance is warranted. For this study, the Grasha-Riechmann Student Learning Style Scales (GRSLSS) survey was administered to deaf, hard-of-hearing (DHH) and hearing students in an introductory baccalaureate biology course. This survey measures six different classroom-learning styles: Independent, Dependent, Avoidant, Participant, Collaborative, and Competitive. The DHH student sample included two distinct groups: those admitted directly into a baccalaureate science program and those who first enrolled in a science-focused Associate of Applied Science (AAS) program specifically designed for DHH students who were not fully ready academically to enter a baccalaureate program upon their original admission to the university. Correlation of students’ Grasha-Reichmann learning styles scores, hearing status, year level, and composite ACT score with first-term and full-year General Biology GPA was investigated. Analysis of statistical results shows that a student’s composite ACT score significantly predicts earned General Biology grade while the GRSLSS Competitive and Dependent scores have smaller but statistically significant impacts; Competitive is a positive predictor, and Dependent a negative predictor. Student hearing status and year level in college are not significant predictors of earned GPA.

Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey

This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.

Son Sınıf Tıp Öğrencilerinin Kişilik ve Öğrenme Stillerinin Tıpta Uzmanlık Tercihi üzerine Etkileri

Objective: Medical student profile is changing on campuses today and there is a much greater variation in the range of personality type and learning style preferences to be considered. In this study it is aimed to determine the learning styles of medical school students at Gazi University and to find out whether there is any relationship between students’ personality types, learning style preferences and their medical specialty choices. Methods: The study was conducted on 170 final year students (96.6%) at the Gazi University School of Medicine in the 2011-2012 academic year . The authors used Myers-Briggs Type Indicator (MBTI) to determine the personality traits and Grasha Riechmann Student Learning Style Scale (GRSLSS) to establish the learning styles. Results: During the study, 91.8% of the students declared that they wanted to be a specialist and 4.1% wanted to be a general practitioner in the near future. Most preferred specialty appeared to be dermatology (11.2%) in whole group. Choices of female students who want to be a specialist were dermatology, ophthalmology and obstetrics and gynecology and their distributions were 22.8%, 13.0% and 9.8%, respectively (p<0.05). The most common personality type in all preferred specialty areas was Introverted Sensing Thinking Judging (ISTJ). The students with ISTJ personality type had a higher score on the collaborative and competitive learning style. Conclusion: Last-year medical students are characterized by a ISTJ personality type in most of the medical specialty preferences. Furthermore, these students have collaborative and competitive learning styles.

The construct validity of scores on a Japanese version of the perceptual component of the Style Analysis Survey

Abstract This study examines the psychometrics of the perceptual component of the Style Analysis Survey (SAS) [Oxford, R.L., 1993a. Style Analysis Survey (SAS). University of Alabama, Tuscaloona, AL]. The study is conducted in the context of questions over another perceptual learning-styles instrument, the Perceptual Learning Styles Preferences questionnaire (PLSP) [Isemonger, I.M., Sheppard, C., 2007. A construct-related validity study on a Korean version of the Perceptual Learning Styles Preference questionnaire. Educational and Psychological Measurement 67 (2), 1–12; Reid, J.M., 1984. Perceptual Learning Style Preference questionnaire. Copyrighted by Reid. Available through Joy Reid, Department of English, University of Wyoming, Laramie, WY 82070; Wintergerst, A.C., DeCapua, A., Itzen, R.C., 2001. The construct validity of one learning-styles instrument. System 29, 385–403], and questions surrounding the usefulness and operationalization of learning styles generally [Curry, L., 1990. A critique of the research on learning styles. Educational Leadership 48 (2), 50–55; Ferrari, J.R., 1996. Psychometric properties of the revised Grasha–Riechmann student learning style scale. Educational and Psychological Measurement 56 (6), 166–172; Furnham, A., 1992. Personality and learning styles: a study of three instruments. Personality and Individual Differences 13, 429–438; Goldstein, M.B., Bokoros, M.A., 1992. Tilting at the windmills: comparing the learning style inventory and the learning style questionnaire. Educational and Psychological Measurement 52, 701–708; Moran, A., 1991. What can learning styles research learn from cognitive psychology. Educational Psychology 11, 239–245]. The study aimed to address the psychometrics of the perceptual constructs of the SAS, and by extension the issue of whether the problems with the PLSP are peculiar to the instrument or one instance of a more general problem with learning-styles instruments measuring perceptual constructs. The findings indicate possible problems with the perceptual constructs on the SAS, and raise the question of how well perceptual constructs operationalize.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students. Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment. Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video. A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures. Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

A study of collaborative learning style and team learning performance

PurposeSelf‐directed work teams are seen as an important mechanism for dealing with today's complex and rapidly changing business environment. Team learning is an attempt to prepare students to real‐world experiences. But, not all teamwork is effective. This paper aims to examine the influence of learning style preferences on team learning performance.Design/methodology/approachThe Grasha‐Riechmann Student Learning Style Scales (GRSLSS) is used to assess the learning style preferences of business students enrolled in an operations management class.FindingsStudents were found to be collaborative learners. Students' collaborative orientation complements participation and helps students to compete, which in turn increases team performance. In addition, influence of learning style varies with educational experience, gender and major. Graduate students showed to be collaborative and independent learners. As such, while personal model and formal authority teaching styles fit best undergraduates' learning preferences, at the graduate level, instructor' role changes to facilitator and delegator.Originality/valueProvides evidence that learning style preferences are valuable for engaging learners in various collaborative activities and for designing successful diverse teams.

Learning styles of deaf college students and instructors' teaching emphases

Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases.

A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument

Summary An instrument, the Grasha-Riechmann Student Learning Style Scales (GRSLSS), was developed to assess six student learning styles. These styles are Independent, Dependent, Avoidant, Participant, Collaborative, and Competitive. A “rational approach” was used to develop the GRSLSS and evaluate its construct validity. The process included professional and student inputs in special procedures for selecting scale items and designing criterion items. The utility of this approach is considered and problems critiqued. The rational approach yielded relatively high temporal reliability coefficients (range across scales r = .76 to r = .83; N = 269) and numerous meaningful correlations between criterion items and scale scores.