Seied Asghar Rasoulynejad; Seied Vahid Rasoulynejad
Volume 3, Issue 1 , July 2006, , Pages 26-32
Abstract
Background: Every one has a preferred style of learning Although teachers should adapt their teaching method with their students learning styles it seems that in most cases this fact is disregarded which in turn may decrease the quality of teaching and consequently educational goals Objective: To determine ...
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Background: Every one has a preferred style of learning Although teachers should adapt their teaching method with their students learning styles it seems that in most cases this fact is disregarded which in turn may decrease the quality of teaching and consequently educational goals Objective: To determine the learning styles of paramedical students in Kashan University of Medical Sciences Methods: In this descriptive analytical study 130 nursing midwifery and allied health students were investigated For data collection a standardized questionnaire according to Joy Ried model was used The questionnaire consisted of 30 questions in six learning domains of visual tactile auditory group learning individual learning and class participation and was justified by Likert scoring scale Results: From 130 participants 323% were male and 677% were female and 454% were nursing students 40% were health students and 146% were midwifery students Minimum mean score (292) and maximum mean score (387) were respectively related to group learning and class participation There was no significant difference in learning style scores based on sex and field of study Conclusion: Considering the obtained results showing the variety of learning styles and their differences all teachers are advised to avoid limiting their teaching method to just one method and to use various techniques compatible with the type of teaching materials
