@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2015;8(5):309-316

Background
… [1-19] Academic achievement depends on the students’ learning styles and methods providing information for them [20-22]. Effective learning depends on the activity of the learner, and awareness of different learning styles and adaptation with them are requirements for the teachers to help the students’ effective learning [23]. … [24, 25]
Previous Studies
A “deep” attitude to learning should be encouraged by the teachers [26]. Based on a conducted study, there is no correspondence between the used media by the teachers of humanities faculty and the students’ learning styles.
Aim(s)
The aim of this study was to investigate correspondence between the students’ learning styles and educational media and technologies used by the teachers in Isfahan University of Medical Sciences.
Research type
This is a descriptive-cross sectional study.
Research society, place and time
The medical and dentistry students of Isfahan University of Medical Sciences were studied in the academic year 2014-15.
Sampling method and number
The sample size formula was used to select the samples. 90 persons were randomly selected through stratified sampling.
Used devices&materials
Data was collected using Vark learning style questionnaire [12]. The 15- question closed-response questionnaire included 4-choice questions. The questions assessed some items; each one was related to a sensory preferred method. The items A, B, C, and D were visual, auditory, reading/writing style, and kinetic/motion sense items, respectively. Its reliability was 0.98 by Cronbach’s alpha [27]. A researcher-made questionnaire titled as “the rate of media utilization” included 22 questions scored based on the 5-point Likert scale. It consisted of visual technologies (6 items), auditory technologies (5 items), reading/writing technologies (3 items), and kinetic/motion technologies (8 items). Validity of the questionnaire was determined based on the viewpoints of the experts of educational technologies. Its reliability was computed 0.96 by Cronbach’s alpha. Data was analyzed by SPSS 22 software using descriptive and inferential statistics. Mean and standard deviation were used to show the items of central tendency and changeability. Hotelling T test was used to compare the dominant styles of the students. Considering the roles of the senses, different types of technologies and media used by the teachers of medical faculty were assessed by mean and standard deviation. To investigate the correspondence of the students’ learning style with the technologies and media used by the teachers, Samerz, Kendall, and Gamma correspondence coefficients were used.
Findings by Text
The most preferred styles were visual style (mean scores 39.27±6.87) and composed style (mean scores 36.30±6.19), successively. The least preferred style was auditory (mean scores 30.28±7.56). The most prevalent styles in the female and male students were reading/writing (50.35±6.37) and auditory (40.81±12.93) styles, respectively (p=0.001; f=15.50; t₂=47.90). Compositions of technologies were used by the dentistry and medical teachers. The most utilized and the least utilized technologies used by the teachers were auditory (mean scores 3.88±0.93) and kinetic/motion (mean scores 2.30±0.44) technologies, respectively. There was no significant correspondence between the students’ reading/writing style and the reading/writing technologies selected by the teachers (p>0.05). Therefore, there was no correspondence between the medical students’ reading/writing styles and the reading/writing media used by the teachers. The media introduced by 80% of the teachers were book, notes, and internet papers while only 30% of the students preferred the reading/writing style. There was a significant correspondence between the students’ visual style and the visual technologies selected by the teachers (p<0.05). Therefore, there was a correspondence between the visual learning style of students of medicine faculty and the visual media used by the teachers. There was no significant correspondence and adaptation between the students’ kinetic/motion style and the kinetic/motion technologies selected by the teachers (p>0.05). Therefore, the selected technology was not consistent with the students’ needs. Experimental methods and experiences in the laboratories were preferred by 78% of the students compared to other methods, while the media was used in about 35% of the teaching time only, limited to practical courses and laboratory works. There was no significant adaptation between the students’ auditory styles and the auditory technologies selected by the teachers (p>0.05). Therefore, there was no consistency between the students’ auditory learning style and the auditory technologies used by the teachers. The level of the auditory style in 11.5% of the students was high. Intention to learn through auditory style was assessed by 88.5% of the students weak and moderate, while the auditory media, such as lecture presentation, were more used by the teachers in teaching (Table 1).
Main comparison to the similar studies
There was a positive and significant correlation between the students’ visual learning styles and the visual media used by the teachers. The result is consistent with other studies [7]. Probably, the learning styles and the media and technologies used by the teachers have mutual effects. Considering the content and educational conditions, the students use different styles or, in some cases, a composed style. In addition, the students’ learning styles are affected by the instructors’ teaching styles and learning methods. Nevertheless, the learning styles lead to specific interests in the teachers to utilize various media and technologies [27]. … [28-31] Educations in the learning-teaching courses leads to a high awareness of educational media and technologies in the teachers of nursing faculty [32]. … [33]
Suggestions
The teachers of the medicine faculty should utilize tools, media, and strategies consistent with the students’ learning styles. Qualitative studies should be done about the students’ preferences in the media used by the teachers.
Limitations
No standard questionnaire and constrained results to the students of Isfahan University of Medical Sciences were of the limitations for the present study.
Conclusions
There is correspondence between the technologies selected by the teachers of Isfahan University of Medical Sciences and the students’ visual learning styles. Nevertheless, there is no correspondence between the technologies and reading/writing, auditory, and kinetic/motion styles.
Acknowledgments
All participants and the teachers of Medicine Faculty and Dentistry Faculty of Isfahan University of Medical Sciences are appreciated.
Conflict of interest
Non-declared
Ethical Permissions
The participants were assured on the confidentiality of information. In addition, there was no constraint to participate. The participants were remain anonymous and proper time and place were provided for them.
Funding Sources
Non-declared

TABLES and CHARTS

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