Participation and Academic Achievement by Learning Styles in Problem Based Learning.
- Author:
Ji Yun KIM
1
;
Eun Young CHOI
Author Information
1. Johns Hopkins University, Korea.
- Publication Type:Original Article
- Keywords:
Learning style;
Problem-based learning;
Achievement
- MeSH:
Achievement;
Humans;
Learning;
Problem-Based Learning;
Surveys and Questionnaires;
Students, Nursing
- From:Journal of Korean Academy of Fundamental Nursing
2009;16(2):200-206
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to analyze nursing students' learning styles and relationship of learning style to participation and academic achievement. METHOD: The study participants were nursing students in C college learning through problem based learning (PBL). Data were collected using a questionnaire which included Kolb's learning styles. Performance evaluation and paper examination were used to evaluate academic achievement. RESULTS: Most of the students had converger type learning style. Student with a tendency to abstract conceptualization, such as converger type and assimilator type, preferred discussion and presentation. The students with converger type learning style participated and achieved better than students with diverger style. CONCLUSION: The results indicate that learning style was related to participation and academic achievement. Therefore in order to use PBL effectively, facilitators should consider students' learning styles.
