Problem-based learning (PBL): Assessing students’ learning preferences using vark
This study was conducted to describe learning styles of third year nursing students. An interventional study Setting: a public university in Jordan. Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course. Measure the difference in learning styles of nursing stud...
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Published in | Nurse education today Vol. 28; no. 5; pp. 572 - 579 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
Scotland
Elsevier Ltd
01.07.2008
Elsevier Science Ltd |
Subjects | |
Online Access | Get full text |
ISSN | 0260-6917 1532-2793 |
DOI | 10.1016/j.nedt.2007.09.012 |
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Abstract | This study was conducted to describe learning styles of third year nursing students.
An interventional study Setting: a public university in Jordan.
Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course.
Measure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology.
The dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD
=
2) where as in the post test the mean of the total VARK score
=
16.5 (SD
=
3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test.
Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing. |
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AbstractList | This study was conducted to describe learning styles of third year nursing students. An interventional study Setting: a public university in Jordan. Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course. Measure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology. The dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD = 2) where as in the post test the mean of the total VARK score = 16.5 (SD = 3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test. Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing. This study was conducted to describe learning styles of third year nursing students. An interventional study Setting: a public university in Jordan. Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course. Measure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology. The dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD=2) where as in the post test the mean of the total VARK score=16.5 (SD=3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test. Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing. This study was conducted to describe learning styles of third year nursing students. An interventional study Setting: a public university in Jordan. Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course. Measure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology. The dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD = 2) where as in the post test the mean of the total VARK score = 16.5 (SD = 3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test. Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing. This study was conducted to describe learning styles of third year nursing students.OBJECTIVEThis study was conducted to describe learning styles of third year nursing students.An interventional study Setting: a public university in Jordan.DESIGNAn interventional study Setting: a public university in Jordan.Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course.SUBJECTSUsed a purposive sample of 92 nursing students who were enrolled in maternity nursing course.Measure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology.MAIN OUTCOME MEASURESMeasure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology.The dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD=2) where as in the post test the mean of the total VARK score=16.5 (SD=3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test.RESULTSThe dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD=2) where as in the post test the mean of the total VARK score=16.5 (SD=3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test.Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing.CONCLUSIONSMost students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing. Quantitative research into the learning preferences of Jordanian nursing students. The Visual Aural Read/Write (VARK) questionnaire, which ranks preferences for styles of learning, was used before and after a problem based learning intervention. Students' preferences, gender variations, and the relationship between preferences and course grades, are discussed. [(BNI unique abstract)] 22 references Objective: This study was conducted to describe learning styles of third year nursing students. Design An interventional study Setting: a public university in Jordan. Subjects Used a purposive sample of 92 nursing students who were enrolled in maternity nursing course. Main Outcome measures Measure the difference in learning styles of nursing students after introducing an intervention of PBL as a teaching methodology. Results The dominant learning preference of the students was the read/write preference followed by the kinesthetic, still most of the students represented a multimodal learning preference. No significant difference was found between males and females. A significant difference in the learning preferences of the students in the pre-post test was found. In the pretest the mean of the total VARK score 13.9 (SD = 2) where as in the post test the mean of the total VARK score = 16.5 (SD = 3.5). In the pre-test 54% of students had a multimodal preference whereas 68% of students have a multimodal preference post-test. Conclusions Most students are able to learn effectively as long as the instructor provides different learning activities in the areas assessed in VARK. Active learning might be enhanced in large classrooms by presenting models and demonstrations, discussions, debates, answering questions, and role playing. [Copyright 2007 Elsevier Ltd.] |
Author | Alkhasawneh, Israa M. Alashram, Safaa Yousef, Hamzeh Y. Mrayyan, Majd T. Docherty, Charles |
Author_xml | – sequence: 1 givenname: Israa M. surname: Alkhasawneh fullname: Alkhasawneh, Israa M. email: emanursing@yahoo.com organization: Department of Maternal, Child, and Family Health, The Hashemite University, Faculty of Nursing, P.O. Box 150459, Zarqa 13115, Jordan – sequence: 2 givenname: Majd T. surname: Mrayyan fullname: Mrayyan, Majd T. organization: The Hashemite University, Faculty of Nursing, P.O. Box 150459, Zarqa 13115, Jordan – sequence: 3 givenname: Charles surname: Docherty fullname: Docherty, Charles organization: Faculty of Nursing, Glasgow Caledonian University, United Kingdom – sequence: 4 givenname: Safaa surname: Alashram fullname: Alashram, Safaa organization: The Hashemite University, Faculty of Nursing, P.O. Box 150459, Zarqa 13115, Jordan – sequence: 5 givenname: Hamzeh Y. surname: Yousef fullname: Yousef, Hamzeh Y. organization: The Hashemite University, Faculty of Nursing, P.O. Box 150459, Zarqa 13115, Jordan |
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Snippet | This study was conducted to describe learning styles of third year nursing students.
An interventional study Setting: a public university in Jordan.
Used a... This study was conducted to describe learning styles of third year nursing students. An interventional study Setting: a public university in Jordan. Used a... Objective: This study was conducted to describe learning styles of third year nursing students. Design An interventional study Setting: a public university in... This study was conducted to describe learning styles of third year nursing students.OBJECTIVEThis study was conducted to describe learning styles of third year... Quantitative research into the learning preferences of Jordanian nursing students. The Visual Aural Read/Write (VARK) questionnaire, which ranks preferences... |
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SubjectTerms | Abbreviations as Topic Adult Attitude of Health Personnel - ethnology Chi-Square Distribution Choice Behavior Classrooms Cognitive style College students Developing Countries Education, Nursing, Baccalaureate - organization & administration Educational Measurement Female Humans Jordan Learning Learning preferences Learning styles Male Maternal-Child Nursing - education Models, Educational Multimodality Needs Assessment - organization & administration Nursing Nursing education Nursing Education Research Nursing Methodology Research Nursing Students PBL Preferences Problem based learning Problem-Based Learning - organization & administration Psychology, Educational Role playing Sex Factors Students, Nursing - psychology Studies Surveys and Questionnaires Teaching Teaching Methods Tests VARK |
Title | Problem-based learning (PBL): Assessing students’ learning preferences using vark |
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