Academic Achievement, Self-directed Learning, and Critical Thinking Disposition According to Learning Styles of Nursing Students.
- Author:
Sunhee YANG
1
;
Eunho HA
;
Ogcheol LEE
;
Inok SIM
;
Youngmi PARK
;
Hyuna NAM
;
Jeongsook KIM
Author Information
1. Red Cross College of Nursing, Chung-Ang University, Korea. rnhaeunho@cau.ac.kr
- Publication Type:Original Article
- Keywords:
Learning;
Nursing students
- MeSH:
Achievement;
California;
Surveys and Questionnaires;
Humans;
Learning;
Self-Assessment;
Students, Nursing;
Thinking
- From:Journal of Korean Academy of Fundamental Nursing
2012;19(3):334-342
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. METHOD: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using chi2 test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. RESULTS: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). CONCLUSION: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.
