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Journal of Qazvin University of Medical Sciences [The]. 2004; (30): 64-67
in Persian | IMEMR | ID: emr-175410

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

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