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Year : 2021  |  Volume : 3  |  Issue : 1  |  Page : 30-36

Learning styles of 1st-year students studying in health science university in India: A cross-sectional study

Department of Paediatric Physiotherapy, KAHER Institute of Physiotherapy, Belagavi, Karnataka, India

Correspondence Address:
Dr. Deepa Metgud
Department of Paediatric Physiotherapy, KAHER Institute of Physiotherapy, Belagavi - 590 010, Karnataka
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ijptr.ijptr_5_20

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Context: Learning style is an approach wherein learners save, recall, and process concepts efficiently and effectively. Determining students' learning styles provides information about specific preferences and encourages participation in the courses opted by them. Aims: The aims of the study are to determine the learning styles of 1st-year students studying in Health Science University in India using visual/auditory/read-write/kinesthetic (VARK) questionnaire and to establish an association of gender and academic performance with a preferred learning style. Settings and Design: This was a cross-sectional study conducted in 1st-year students studying in Health Science University, Belagavi, Karnataka, India. Materials and Methods: The VARK questionnaire was distributed to 626 students of 1st year of their graduation. There were 413 females and 213 males across eight faculties including Dental, Medical, Physiotherapy, Nursing, Allied Sciences, Ayurveda, Homeopathy, and Pharmacy. The academic performance of 12th standard was noted and they were assessed and categorized based on their performance. Statistical Analysis Used: One-way ANOVA followed by post hoc using Tukey test was used for the level of significance. Results: The common learning style was multimodal (70.2%) and the individual sensory modality was kinesthetic style (8.63 ± 3.37). Among kinesthetic, significant mean difference in males (7.98 ± 3.41) and females (8.98 ± 3.31) was found. Kinesthetic learners showed significance between >60% to ≤70% with ≥80% and >70% to ≤80% with ≥80% in academics. Conclusions: Within the university, regardless of gender, students had multimodal learning style. The preferred individual sensory modality, irrespective of performance of previous academic year, was kinesthetic learning, and significant association was found with both genders and academic performance.

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