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 inNurse education today Vol. 28; no. 5; pp. 572 - 579
Main Authors Alkhasawneh, Israa M., Mrayyan, Majd T., Docherty, Charles, Alashram, Safaa, Yousef, Hamzeh Y.
Format Journal Article
LanguageEnglish
Published Scotland Elsevier Ltd 01.07.2008
Elsevier Science Ltd
Subjects
Online AccessGet full text
ISSN0260-6917
1532-2793
DOI10.1016/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.
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
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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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StartPage 572
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
URI https://dx.doi.org/10.1016/j.nedt.2007.09.012
https://www.ncbi.nlm.nih.gov/pubmed/17983691
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https://www.proquest.com/docview/70774154
https://www.proquest.com/docview/764363886
Volume 28
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