Learning Style Questionnaire Research Articles

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial.

There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X 2 = 38.247, p ≤ .001), physical sensations of energy (X 2 = 12.02, p ≤ .001) and pain (X 2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

Material Teach Differentiated Style Study for Increase Mathematical Problem Solving Abilities

This research was carried out with the aim of finding out the problems found in tenth grade, or what is called Phase E. This research is expected to be able to overcome the problems of students who experience problems in solving problems by looking at students' learning styles. The type of research used in this research is a classroom action research method with a qualitative approach. The instruments used in this research were a learning style questionnaire, observation sheets to observe interactions between teachers and students, as well as interactions between students during the mathematics learning process. This research was conducted in phase E. From the research conducted, it was found that the use of teaching materials with differentiated learning styles can improve students' problem-solving abilities. It can be seen because there is an increase from the initial diagnostic student scores to the second cycle.

Analisis Kemampuan Visual-Spasial Dalam Menyelesaikan Masalah Geometri Ditinjau Dari Gaya Belajar Siswa Kelas X SMK Yadika 8 Jati Mulya

Based on preliminary study data at Yadika 8 Jatimulya Vocational School, it was found that mathematics scores, especially in understanding and solving geometric problems, were still low. This information was obtained through documentation studies and interviews with mathematics teachers in class X majoring in AKL-1, who revealed students' difficulties in understanding and solving geometry problems. Even after the material and examples have been taught, students still experience difficulties when faced with new questions with changes in numbers and question patterns. Their ability to analyze story problems and picture questions and relate them to objects around them is also relatively low. In response to these findings, this research aims to describe the spatial abilities of students who have visual, auditory and kinesthetic learning styles. This research is entitled "Analysis of Spatial Visual Ability in Solving Geometry Problems in View of the Learning Style of Class X Students of Vocational School Yadika 8 Jatimulya" and applies descriptive research methods with a qualitative approach. Research subjects were selected using a purposive sampling technique, namely with certain considerations after giving a learning style questionnaire to all class X students at SMK Yadika 8 Jatimulya. One class was selected that had students with three different learning styles: visual, auditory, or kinesthetic. Next, students were given a written test on flat-sided spatial figures to measure their spatial abilities, and unstructured interviews were used as a data collection method. The results showed variations in students' visual spatial abilities based on their learning styles. Students with a visual learning style have good abilities in imagination, concepts, problem solving, and searching for visual patterns. Students with an auditory learning style have good abilities in concepts and problem solving, although their imagination is less strong. Students with a kinesthetic learning style seem to face difficulties in all aspects of visual-spatial abilities. In addition, the test results show that the majority of students have a moderate level of visual spatial ability. They are able to understand geometric concepts and apply them well, but there are some students who show low visual spatial abilities that require further attention. The research results also revealed a correlation between students' learning styles and their visual spatial abilities. Students with a visual learning style tend to have higher visual-spatial abilities than students with an auditory or kinesthetic learning style. This highlights the importance of understanding students' learning styles in designing effective learning strategies. Overall, this research emphasizes the importance of visual spatial abilities in solving geometric problems and the influence of students' learning styles on these abilities. This has important implications in developing learning strategies that suit individual student learning styles, especially in the context of learning geometry at SMK Yadika 8 Jati Mulya. Teachers can utilize the results of this research to design more effective learning approaches and increase the potential of each student.

Vocational High School Students’ Mathematical Communication: Auditory, Visual, and Kinesthetic Learners

Mathematical communication skills are essential in activating students' problem-solving abilities and activating excellent cognition. This study aims to analyze the mathematical communication skills conceived by vocational students on financial mathematics material according to auditory, visual, and kinesthetic learning styles. The study used descriptive qualitative with nine samples determined using a purposive sampling technique. Each learning style category comprised three quick, moderate, and slow students comprehending the given materials. The data were collected using a mathematical communication test and a learning style questionnaire. The obtained data were analyzed using Miles and Huberman's model. The results showed that students with an auditory learning style whose ability to comprehend material was quick and slow could complete mathematical communication indicators. In contrast, students with a moderate category could not complete the fourth indicator. Visual learners with quick material comprehension did not formulate situations mathematically, and all the categories did not comply with the fourth indicator. Kinesthetic learners with quick material comprehension could not complete the first and third indicators. The kinesthetic learner with slow comprehension could not fulfill the fourth indicator, while one in the moderate category could complete all mathematical communication indicators.

Learning Style Preferences and Its Effect on Academic Performance Among Undergraduate Medical Students at Government Medical College, Palakkad

Introduction: Learners have their own preferences in receiving and processing information. Finding out different learning styles of students is important to provide students with a better learning experience. Aims: To find out the different learning styles of students and association of gender and academic performance with learning styles. Methods and Material: A cross-sectional study was conducted among 100 medical students using convenience sampling method. The questionnaire used in the study was Honey and Mumford Learning Style Questionnaire. Learning styles were accordingly described as Activist, Theorist, Pragmatist and Reflector. Socio-demographic variables like age and gender as well as previous university examination score of the students were also collected. The data was analysed in terms of proportions, chi-square test and one-way ANOVA. Results: Out of 100 students, 74% were females and the remaining 16% were males. The highest mean value of the scores was found for reflector style of learning (15.59±2.4) followed by pragmatist (13.4±2.6). The lowest mean score was found for activist style of learning (12.26±3.0). 51.1% of students showed very strong inclination for activist learning style, 40% of students showed a strong inclination for reflector learning style, 45.6% had a moderate preference for theorist learning style and 55.6% of students had a moderate preference for pragmatist learning style. Conclusions: The students had more preference for activist and reflector learning styles. Gender and previous academic performance did not show any significant association with the learning styles. Keywords: Learning styles, Honey and Mumford questionnaire, Activist, Theorist, Pragmatist Reflector, academic performance

The influence of learning styles on academic procrastination among students in mathematics.

Procrastination is a complex psychological and behavioral construct that is strongly influenced by certain personality traits. In mathematics learning, students find it difficult to master the concepts because of less exposure to learning styles. Poor knowledge of mathematical concepts leads to academic procrastination in the subject of Mathematics among students. Therefore, this study aims to identify students' learning styles in Mathematics, identify the stages of students' academic procrastination in Mathematics, and determine whether there is a significant influence of learning styles (visual, auditory, and kinesthetic) on academic procrastination among secondary school students in Mathematics. A quantitative approach with a survey was applied. A total of 500 Form Two and Form Four students in five national secondary schools in the Kota Bharu district, Kelantan, were selected using simple random sampling. The duration of data gathering started from 4 October 2022 until 31 January 2023. The Learning Styles Questionnaire and the Academic Procrastination Questionnaire were adapted and verified by eight experts in psychology and counseling. Descriptive and multiple regression tests were carried out using IBM SPSS version 26.0. The results revealed that the visual learning style was the most dominant learning style among students in the subject of Mathematics, followed by auditory and kinesthetic. The level of students' academic procrastination in Mathematics was low. Besides, multiple regression showed that visual and kinesthetic learning styles were significant contributors or predictors, which amounted to 14.1% of the variation in students' academic procrastination in Mathematics. The implications of this study highlight the possibility to improve programs in schools by exposing students to suitable learning styles so that they can practice effective learning styles in Mathematics and consequently overcome academic procrastination. Further research can be carried out by identifying other factors that encourage academic procrastination in the subject of Mathematics in order to increase students' motivation and self-efficacy.

The Relationship Between Learning Style and Cognitive Performance of Undergraduate Nursing Students of Medical-Surgical Nursing in North-west, Nigeria

Background: Medical-surgical nursing course is a critical component of the undergraduatenursing programme which provides foundations for clinical practice. Cognitive performance isthe foundation for nursing skills. Learning styles can affect the cognitive performances ofstudents in medical-surgical nursing. Aim: This study aimed to assess the relationship betweenlearning style and undergraduate nursing students' cognitive performances in medical surgicalnursing courses in North-west Nigeria. 4 objectives were achieved in the study. Methodology:Survey design was used in this study. The study population comprised 812 undergraduatenursing students from the Departments of Nursing Science of Bayero University, Kano andUsman Danfodio University, Sokoto. A sample size of 233 students was recruited via amultistage sampling technique. A total of 233 students' learning style questionnaires weredistributed to the students. Only 176 questionnaires were retrieved and analysed (75.5%response rate). Two (2) instruments were used for data collection. Data was analysed by usingStatistical Package for the Social Sciences (SPSS) version 23 using descriptive and inferentialstatistics. Results: The result revealed that 57.4% of the students were females with a mean ageof 24.95 years. Visual learning style was mostly used by the students (29.5%). The cognitiveperformance of the students in medical-surgical nursing was very good with a mean score of60.36. There is a significant negative correlation between learning style and students' cognitiveperformances in medical-surgical nursing (p-value < 0.05). There is a significant mediationeffect of students' mode of entry on students' cognitive performance in medical-surgical nursing(p-value < 0.05). Conclusion: The study concluded that learning style is significantly related tocognitive performance. Students’ mode of entry is a significant mediator between learning styleand cognitive performance

A Correlation Study between EFL Students’ Learning Styles and their Academic Performance

Learning style is an effective and a natural process in which learners begin with what they already know or feel or read. Real learning cannot take place randomly. It is based on effective steps to learn something new. This will lead to use the new content and participate in how it might work in real life. Learners are also required to creatively take what they have learned beyond the classroom. This final step moves students out of the class into their real performance. According to the learning process, each student will have a place in the learning cycle where he or she is most comfortable and can contribute the most excellent work. Even though different students prefer different places in the cycle, it is important for all students to go through each of the steps in the cycle. Learning styles approach works best within a system that focuses on self-control, intrinsic rewards and self-expression. Working with learning styles, you may find that you naturally move toward a student-centered discipline approach that encourages student self-responsibility. Students usually differ in their ways of learning. Each student can understand the subject in the way he can and interpret. There are so many external factors that affect leaning. Some of them are environmental and social. Others are psychological related to age, motivation, individual differences etc.The present study aims at investigating the correlation between learning styles of EFL college students and their academic performance.The sample consists of thirty student-teachers from Department of English / College of Education for Humanities/ University of Tikrit. The instrument of the study is a learning style questionnaire that is adapted from O Brien (1985). Results show that there is a positive relationship between students' styles and their academic performance. Based on the results gained, specific recommendations are put forward.

Level Kemampuan Penalaran Spasial Siswa SMA dengan Gaya Belajar Visual dalam Menyelesaikan Masalah Geometri

The purpose of this study is to describe the level of spatial reasoning ability of high school students with a visual learning style in solving geometric problems. This research is a qualitative descriptive study. The subjects in this study were two students with a visual learning style category which was determined based on a learning style questionnaire. Data collection techniques in this study used a learning style questionnaire, TKPS, and interviews. Researchers also used data analysis techniques according to Milles & Huberman, namely data reduction, data presentation, and conclusion. Meanwhile, to check the validity of the data researcher uses source triangulation. Based on the research data obtained, it was shown that the subject imagined the design of the drawing model into real objects such as a swimming pool with stairs and a warehouse with piles of cardboard so that the subject was able to convert two-dimensional icons into three-dimensional objects. The subject showed that in the model design, there were images of blocks that had length, width, and height and there were small cubes arranged so that the subject was able to make the correct relationship between two-dimensional icons to become three-dimensional objects. The subject also determines how many unit cubes are needed to fill the block by first calculating the volume of the block and then subtracting the total number of unit cubes in the block. Thus the visual subject's spatial reasoning in solving geometric problems is included in the category of high-level (spatial) spatial reasoning.

Analysis of Students Mathematical Reasoning Ability in Solving Algebra Word Problems in terms of Learning Styles

This study aims to describe students' mathematical reasoning abilities in solving algebra word problems in terms of learning styles. This type of research is descriptive qualitative research. The research subjects were class VII A students of SMPN 1 Pasrepan for the 2022/2023 academic year. The subjects in this study were 2 students with a visual learning style, 2 students with an auditory learning style, and 2 students with a kinesthetic learning style. Data collection techniques in this study were learning style questionnaires, mathematical reasoning ability tests, and interviews. Triangulation in this study uses triangulation techniques. The results of this study indicate that subjects with a visual learning style have high mathematical reasoning abilities with a percentage of 78.75%, subjects with an auditory learning style have high mathematical reasoning abilities with a percentage of 93.75%, and subjects with a kinesthetic learning style have reasoning abilities moderate mathematics with a percentage of 60%.

면대면 수업, 쌍방향 실시간 원격수업 (Zoom 활용강의), 온라인수업 (PPT+음성 파일사용 강의)에서 한국 대학생의 학습 스타일에 따른 좋은 영어 수업 비교

The Covid-19 pandemic has had a significant impact on education, resulting in a transition from traditional face-to-face classes to online classes. This present study investigated learners' class preferences based on their learning styles, comparing face-to-face, real-time online, and recorded online classes. Furthermore, the interviews were conducted to collect the perceived qualities of a “quality class” based on classroonm features as experienced by students. The participants' learning styles were assessed using Felder and Solomon's Index of Learning Styles Questionnaire and Among the 12 female participants, 10 different learning styles were identified. All participants expressed a preference for face-to-face classes mainly due to the opportunities for mutual interaction. In particular, Reflective, Sensing, and Visual learning styles were more frequently observed. Participants with strong sensing-style preferred the way the instructors used examples of language use, while visual-style learners showed a preference for visual aids such as PowerPoint materials. However, some learners found that their preferred styles did not always align with the class format. Most learners favored receiving detailed assessment rubrics and feedback in class and instructors who shared their experiences. Further research on a larger scale is needed to explore the relationships between learning styles, gender, major, and subject. This research could contribute to the development of more learner-centered class designs.

PEMETAAN GAYA BELAJAR DALAM PEMBELAJARAN BERDIFERENSIASI PESERTA DIDIK KELAS IVB SD NEGERI SAWAH BESAR 01 SEMARANG

The purpose of this study was to describe and map the learning styles of students in class IVB SDN Sawah Besar 01 Semarang. The approach used is a descriptive qualitative approach. Data collection techniques in this study used observation, interviews, and questionnaires. The credibility checking technique uses triangulation techniques. Data analysis through data reduction, data display, and verification processes. The sampling technique used purposive sampling. The results of the study of student learning styles, the researcher at the time of the research distributed the student learning style questionnaire with a total of 28 students and the number of questions in the questionnaire 30 items. The results of this study indicate that based on filling out the student learning style questionnaire it can be concluded that the learning styles of class students IVB SD Negeri Sawah Besar 01 Semarang has 53% which means 15 students have a visual learning style, then 36% means 10 students have an auditory learning style and 11% which means 3 students have a kinesthetic learning style. Various learning styles in one class can be used as a guide by the teacher in implementing differentiated learning.

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Differentiated learning is a form of learning that is oriented to the needs of students. This research is a classroom action research which aims to determine the effect of implementing visual, auditory, and kinesthetic (VAK) learning style-based differentiation in the Problem Based Learning (PBL) model on students' physics learning activities and outcomes. The material used is global warming. This research was conducted in class X-2 of State High School 3 Jember for the 2022/2023 Academic Year. The subjects of this study were of 36 students who were divided into three VAK learning style profile categories. This research includes quantitative descriptive research. The research data collection method used a Likert scale learning style questionnaire, activity observation sheets and written tests to obtain students' physics learning outcomes. The design used in this study was the Tagart and Kemmis model cycles and the data obtained was analyzed using classical learning completeness. The results showed that there was an increase in student learning activities by 20.14% and an increase in student physics learning outcomes classically by 25% and the average level of mastery learning was above the minimum completeness criteria with an increase in the average score of 6.06. Based on the results of the study, it can be concluded that the application of the PBL learning model based on VAK learning style differentiation can increase student activity and learning outcomes.

ANALYSIS OF STUDENT LEARNING CHARACTERISTICS AT LOW-CLASS ELEMENTARY SCHOOL LEVEL AT MI MUHAMMADIYAH 1 UJUNGPANGKAH

This study was conducted in the third grade of MI Muhammadiyah 1 Ujungpangkah to determine students' learning styles and how they affect the learning process. The research methods used were observation, interviews with grade 3 teachers, and a learning style questionnaire filled out by 15 students. The analysis revealed that the visual learning style was dominant at 53%, followed by kinesthetic at 13% and auditory at 33%. This highlights the importance of providing diverse learning materials that cater to students' preferred learning styles. The learning process should encourage active participation and inclusivity to explore student's potential.

Approaches to Different Learning Styles in Undergraduate Medical Students of Al-Tibri Medical College Karachi

Objectives: The purpose of this study was to evaluate the different styles of learning preferred by undergraduate medical students from 1st to 5th year of Al-Tibri Medical College Karachi Methodology: This was a cross sectional observational study carried out on the undergraduate medical students of Al-Tibri Medical College Karachi from 1st year to 5th year for a period of six months. The sample consisted of 498 participants, distributed across the various academic years: 101 from the first year, 96 from the second year, 101 from the third year, 104 from the fourth year, and 96 from the fifth year. For collecting data, a self-administered and pre-tested questionnaire of VARK learning styles was distributed amongst students. The analysis of data was done using SPSS version 23. Results: From 498 undergraduate medical students included, mean age was 20.93 ± 2.27 years. Mean score for visual learning style was 2.75 ± 2.5, auditory was 3.4 ± 2.1, reading / writing was 3.9 ± 2.8 and kinesthetic was 4.75 ± 3.2. 56 % of 1st year students opted for uni-modal while 44 % multi-modal learning style. 51 % of 2nd year students preferred uni-modal while 49 % multi-modal learning style. 52 % of 3rd year students chose uni-modal while 48 % multi-modal learning style. 50 % of 4th year students picked uni-modal and multi-modal learning style each. 44 % of 5th year students opted for uni-modal while 56 % multi-modal learning style. Conclusion: Majority of students approached learning using kinesthetic style followed by reading / writing. A multi-modal mode of learning was preferred where a combination of either of VARK’s learning styles were put into practice for attaining and acquiring the best possible knowledge.

Learning style of medical students and their preferred teaching methodologies in a medical college in Nepal: a descriptive cross-sectional study

Introduction: Each individual learns differently. Honey and Mumford classified learning styles as activists, reflectors, theorists, and pragmatists. This study was conducted to find out the frequency of learning styles and preferred teaching methodology of students in a medical college in Nepal. Methods: Two hundred MBBS students participated in this study who were selected through a stratified sampling technique using students’ class year as a stratum, followed by a simple random sampling method. Honey and Mumford’s learning style questionnaire was used to determine learning styles. A self-developed questionnaire was used to find their preferred teaching methodology. Results: Of the total, 139 males and 61 females participated in the study where 9 (4.5%) students were activists, 21 (10.5%) were theorists, 112 (56%) were reflectors, and 24 (12%) were pragmatists. Out of all participants, 50 (25%) preferred interactive learning, 47 (23.5%) preferred problem-based learning, 59 (29.5%) preferred self-study, and only 2 (1%) students preferred one-way lectures and guest speakers each. Conclusion: The majority of students were reflectors (56%) and pragmatists (12%). Most students preferred self-study (29.5%) but one-way lectures were less preferred. Medical institutions should align teaching strategies with the learning styles of medical students to improve their understanding and performance.

Critical Thinking Ability in Solving Word Problems Based on David Kolb's Learning Style

This study aims to describe students' critical thinking skills in solving word problems based on David Kolb's learning style. The type of research is descriptive qualitative research conducted at MAN in Bantul using purposive sampling. The data collection techniques in this study were critical thinking skills tests, learning style questionnaires, and interviews. The data analysis used is condensation, data presentation, and conclusion Drawing. The results show that students' three learning styles are diverger, assimilator, and converger. Students' critical thinking skills in divergent learning styles are medium and low. The diverger student can master the average indicators of interpretation, analysis, evaluation, inference, and explanation but cannot meet the self-regulation indicators. The student's critical thinking skills with assimilator learning style are high, medium, and low. Students with high and moderate can master all critical thinking indicators, but low assimilator students can master the indicators of interpretation, analysis, evaluation, inference, and explanation. The student's critical thinking ability with a converger learning style is medium and low. Medium converger students can master all critical thinking indicators. Low converger students can master the indicators of interpretation, analysis, evaluation, inference, and explanation but are less able to meet the self-regulation indicators.

The Relationship Between Student Learning Styles and Student Learning Outcomes on Prophetic Da'wah Material in Class X PPLG SMKTI Muhammadiyah Cikampek

This study aims to determine the relationship between learning styles and student learning outcomes on the Prophet Muhammad's da'wah material in class X PPLG SMKTI Muhammadiyah Cikampek. The method used in this study is a quantitative method with a correlation approach. The population in this study were students of class X PPLG by taking samples from the entire population, namely as many as 60 respondents. Data collection was taken from a learning style questionnaire according to Bobbi De Porter and Mike Hernacki. The results of research on the relationship between learning styles and learning outcomes are: 1). There is a relationship between Learning Style (X) and Learning Outcomes (Y) with a significance value of 0.000 0.05 and a correlation value of Learning Style variable (X) of 0.705. This indicates that the degree of relationship between Learning Style variable (X) and Learning Outcomes (Y) is strongly correlated. 2). The learning style of class X PPLG SMKTI Muhammadiyah Cikampek is dominant in the auditory learning style with a large percentage obtained as much as 70%

Analysis Of Students' Mathematical Representation Ability in View of Learning Styles

Students' mathematical representation ability from the point of view of learning styles, we can see that learning styles play an important role in how students absorb mathematical information. The visual learning style involves using pictures, diagrams and other visual representations to understand math concepts. The auditory learning style involves a preference for listening to oral explanations or participating in discussions. Meanwhile, the kinesthetic learning style involves physical movement to gain an understanding of mathematics. This study aims to determine: 1) the representational ability of students who have a visual learning style, 2) the representational ability of students who have a kinesthetic learning style, 3) the representational ability of students who have an auditory learning style. In this study using descriptive qualitative research methods to determine the ability of mathematical representation which has a learning style for each student in class VII-F SMP Negeri 2 Kuningan. Data were collected through learning style questionnaires, representation ability tests and interviews with students. The results of the learning style questionnaire for the majority of students have a rich visual learning of 42%, kinesthetic 30% and auditory 28%. The results of the representation ability test showed that students with visual learning styles had high mathematical representation abilities, while the majority of students with auditory and kinesthetic learning styles were categorized as moderate. Interviews with students revealed that learning understanding can be understood by means of their learning styles. However, teachers face obstacles in choosing learning models that suit students' learning styles and need to understand individual learning needs. Students' activities in learning mathematics also still need to be improved, especially in the ability to discuss, conclude, and make summaries. Therefore, further efforts are needed to pay attention to differences in student abilities and develop appropriate strategies to increase student interaction and participation in learning mathematics.

Comparison Of Learning Styles Used By Clinical Faculty Of Hospital And General Practitioners For Their Professional Development

Aims & Objectives: To compare the learning styles used by hospital clinical faculty and general practitioners for their professional development/ continued medical education. Place and Duration of Study: This was a Comparative cross-sectional study carried out at Pakistan Kidney and Liver institute and research canter Lahore from October 2019 to November 2020. Material & Methods: Total number of seventy-six medical professionals comprising thirty-eight members of clinical faculty and similar number of general practitioners were included in the study. Amongst these, 45 were males and 31 females’ Learning style questionnaire adopted from Honey and Mumford was distributed to all the participants. According to the learning styles they were grouped into Activists, reflectors, theorists and pragmatists with preference categorization of Very strong, strong, moderate, low and very low. Data was entered and analyzed usin SPSS version 22 Chi-square test was applied to see the significant difference in two groups and P value was calculated and value of less than 0.05 was considered significant. Results: There were 45 males and 31 females with ratio of 1.45:1 .In general practitioners the strongest learning style was reflector, followed by theorist, activist and pragmatists.While in the clinical faculty the strongest preference was again for reflectors, followed by activists then theorists and finally pragmatists, the significant difference statistically was only seen in the moderate preference in activist group which was 0.038. Conclusion: Reflector type of learning style based on pondering, experiencing and observing different perspectives was strongly observed in both genders of consultants and general practitioners. However, a moderate degree of activist type of learning style influenced by doing and feeling was also noted in the general practitioners. Further planning instructional strategy and assessment based on these learning styles could benefit the career growth of these two groups of health professionals.