Department of Preventive Dentistry, College of Dentistry, Jouf University, Aljouf Province, Sakaka, Saudi Arabia.
Center for Transdisciplinary Research (CFTR), Saveetha Dental College, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India.
BMC Med Educ. 2022 Jun 24;22(1):493. doi: 10.1186/s12909-022-03535-z.
Learning styles influence the outcome of the student performances based on preliminary data available. To evaluate whether the learning styles discriminate the cumulative gross point average (CGPA) scores and self-directed learning hours (SDL) in an integrated curriculum of dental students.
Participants in this blinded cross-sectional study were dental students enrolled in the Bachelor of Dental & Oral Surgery program at XXXX College of Dentistry. An online survey (Kolb Learning Style Inventory) was used to collect data. It has four sections: Concrete Experience (CE), Abstract Conceptualization (AC), Reflective Observation (RO), and Active Experimentation (AE). Questionnaire was distributed electronically to students of Academic level 1 to 5, selected by using non-probability quota sampling technique. In addition to learning style assessment the questionnaire also included measures to obtain data such as gender, academic level, CGPA score, and SDL hours of participants. The CGPA scores were categorized into average (3 to 3.6), good (3.7 to 4.2), excellent (4.3 to 4.7) and outstanding (> 4.7) as well as SDL in to three classes as, < 1 h, > 1 but < 3 h and > 3 h. Discriminant function test was computed to assess the effectiveness of discrimination by the learning styles in GPA and SDL.
The study's questionnaire was completed by 198 participants (43% females and 57% males). Learning styles were discriminated by excellent category of CGPA scores that presented 72.1% group membership whereas in case of outstanding category presented the least as 17% group membership. Learning styles were discriminated by > 2 but < 3 h category of SDL hours that presented 69.7% group membership.
Learning styles can be used to discriminate the student academic performances and self-directed learning hours. Among the different category of CGPA participants with outstanding performance represent a good prediction for learning styles preferences. Participants with varying SDL hours also influenced the learning styles.
根据现有初步数据，学习风格会影响学生的表现结果。为了评估学习风格是否可以区分牙科学生综合课程的累积总平均绩点 (CGPA) 和自主学习时间 (SDL)。
本研究采用盲法横断面研究，参与者为 XXXX 牙科学院牙科与口腔外科学士课程的学生。采用在线问卷调查（科尔布学习风格量表）收集数据。该问卷包括四个部分：具体经验 (CE)、抽象概念化 (AC)、反思观察 (RO) 和主动实验 (AE)。问卷调查通过非概率配额抽样技术分发给学术水平 1 到 5 的学生。除学习风格评估外，问卷还包括参与者的性别、学术水平、CGPA 分数和 SDL 小时数等数据的测量。CGPA 分数分为平均 (3 到 3.6)、良好 (3.7 到 4.2)、优秀 (4.3 到 4.7) 和杰出 (>4.7)，SDL 分为三个等级：<1 小时、>1 但<3 小时和>3 小时。计算判别函数检验以评估学习风格对 GPA 和 SDL 的区分效果。
该研究的问卷由 198 名参与者（43%为女性，57%为男性）完成。学习风格通过 CGPA 优秀分数进行区分，72.1%的人属于同一组；而在杰出分数组中，只有 17%的人属于同一组。学习风格通过 SDL 时间的>2 但<3 小时的类别进行区分，69.7%的人属于同一组。
学习风格可用于区分学生的学业表现和自主学习时间。在不同 CGPA 分数组中，表现出色的参与者代表了对学习风格偏好的良好预测。具有不同 SDL 小时数的参与者也会影响学习风格。
