Abstract
¯Abstract Background: Several factors may influence teaching-learning process. One of them is individual learning style. Objective: Determining the learning style ( based on the Kolb experiential learning theory) among nursing students of Qazvin university of medical sciences in relation to educational progress marks. Methods: This cross-sectional study has been carried out in Qazvin during 2000 – 2001 (academic year). A questionnaire ( including demographic questions and Kolb learning style inventory) was used to gather the data. 195 persons participated in the study by completing the questionnaires data were analyzed by descriptive and chi-square statistical tests. Findings: Results indicated that most of the students were as assimilator (53.8 %) and the others were converger (28.9 %), diverger (11.2 %), and accomodator (6.1 %). No significant relation was seen between learning styles and academic marks. Conclusion: Nursing students have different learning styles and teachers must consider it and use different teaching methods. It seems that the learners are very flexible in different learning tasks.
Keywords
Keywords: Learning Style Nursing Education Academic Performance Educational Progress
Copyright
© 2024, Journal of Inflammatory Diseases. This open-access article is available under the Creative Commons Attribution-NonCommercial 4.0 (CC BY-NC 4.0) International License (https://creativecommons.org/licenses/by-nc/4.0/), which allows for the copying and redistribution of the material only for noncommercial purposes, provided that the original work is properly cited.