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Does learning style preferences influence academic performance among dental students in Isfahan, Iran?
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Najmeh Akhlaghi
 , Hosein Mirkazemi, Mehdi Jafarzade, Narjes Akhlaghi
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J Educ Eval Health Prof. 2018;15:8. Published online March 24, 2018
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DOI: https://doi.org/10.3352/jeehp.2018.15.8
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 Abstract
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- Purpose
The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran.
Methods
This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression.
Results
The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01).
Conclusion
Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies.
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Citations
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