Amin Z
Department of Neonatology, K K Women's and Children's Hospital, Singapore.
Singapore Med J. 2000 Jul;41(7):317-23.
Learning preference refers to one's choice of specific learning situations or environments over the other. It is one of the factors needed to be considered in planning curriculum and in designing instructional units.
The primary objectives of this study were to characterize the learning preference of recent medical graduates of the National University of Singapore (NUS) and to identify any possible gender differences. This study is likely to be first of its kind in this learner population.
Rezler's Learning Preference Inventory.
Rezler's Learning Preference Inventory was administered among twenty-eight 1997 graduates (male 16, female 12) of NUS. The independent variable was the gender and the dependent variables were the scores in each of the learning categories: abstract, concrete, teacher-structured, student-structured, interpersonal, and independent.
Frequency distribution of the learning preferences was counted manually. Independent samples t-test was used to compare two groups of dependent variables.
Ninety-two percent female and sixty-nine percent male respondents preferred concrete learning. Only one male respondent and none of the female respondents preferred abstract learning. Among all the respondents, differences between concrete and abstract categories reached statistical, as well as meaningful, significance (p < 0.0001 and mean score difference of 19.9). Differences between student-structured and teacher-structured, and between interpersonal and independent categories did not reach statistical significance (p value of 0.51 and 0.78 respectively). Female respondents generally showed a trend towards greater preference for concrete and teacher-structured learning than their male counterparts.
The learning preferences of recent graduates of the NUS is characterized by high inclination towards concrete learning. The results can be utilized in designing instructional methods for this group of learners.
学习偏好是指一个人对特定学习情境或环境的选择偏好，它是课程规划和教学单元设计中需要考虑的因素之一。
本研究的主要目的是描述新加坡国立大学近期医学毕业生的学习偏好，并确定是否存在性别差异。在这类学习者群体中，本研究可能尚属首次。
雷兹勒学习偏好量表。
对新加坡国立大学1997届的28名毕业生（男性16名，女性12名）施测雷兹勒学习偏好量表。自变量为性别，因变量为每个学习类别（抽象、具体、教师主导、学生主导、人际互动和自主学习）的得分。
手动统计学习偏好的频率分布。使用独立样本t检验比较两组因变量。
92%的女性受访者和69%的男性受访者偏好具体学习。只有一名男性受访者偏好抽象学习，女性受访者中无人偏好抽象学习。在所有受访者中，具体学习和抽象学习类别之间的差异具有统计学意义和实际意义（p<0.0001，平均得分差异为19.9）。学生主导和教师主导类别之间以及人际互动和自主学习类别之间的差异未达到统计学意义（p值分别为0.51和0.78）。女性受访者总体上比男性受访者更倾向于具体学习和教师主导的学习方式。
新加坡国立大学近期毕业生的学习偏好特点是高度倾向于具体学习。研究结果可用于为这组学习者设计教学方法。
