Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Difference between Learning Style Preferences among Second Year MBBS and Second Year Engineering Students from Metropolitan City


Affiliations
1 O.T School & Training Centre, Lokmanya Tilak Municipal Medical College & General Hospital, Dr. Babasaheb Ambedkar Road, Sion (West), Mumbai,, India
2 I M.O.Th (Musculoskeletal Sciences), Topiwala National Medical College & B.Y.L. Nair Charitable Hospital, Dr. A.L Nair Road, Mumbai, India
3 O.T School & Training Centre, Lokmanya Tilak Municipal Medical College & General Hospital, Dr. Babasaheb Ambedkar Road, Sion (West), Mumbai, India
     

   Subscribe/Renew Journal


Background: The manner in which a student learns is considered his or her learning style. Mismatches between teaching styles and students’ learning styles can cause students to become inattentive and unproductive. Teaching methods also vary with some tutors lecturing. Since students have significantly different learning styles, their motivation and performance improves when instruction is adapted to suit their preferences. This study aims to analyze the learning preferences among MBBS and Engineering students of Mumbai.

Method: The study was conducted among 2nd year medical students (group 1, n=50) and 2nd year Engineering students (group 2, n=50), from various colleges in Mumbai. After obtaining informed consent, the students were instructed to fill the “Index of Learning Styles Questionnaire” by Felder and Solomon. The questionnaire assesses preferences on four dimensions: Processing (active/reflective), Perception (sensing/ intuitive), Input (visual/verbal) and Comprehension (sequential/global). The data obtained was analyzed using descriptive statistics.

Results: In group 1, there were 23 (46%) males and 27 (30%) females. In group 2, there were 35 (70%) males and 15 (30%) females. In Group 1 (MBBS), there were more Reflective learners (52%) in Procession dimension, Sensory learners (64%) in the Perception dimension, Visual learners (90%) in Input dimension, Sequential learners (54%) in Comprehension dimension. In group 2 (Engineering), there were more Active learners (58%) in Procession dimension, Sensory learners (62%) in the Perception dimension, Visual learners (88%) in Input dimension, Sequential learners (60%) in Comprehension dimension.

Conclusion: It was concluded that the learning style preferences among MBBS and Engineering students is same. Students must analyze the skills required for understanding particular subject and change the learning style consciously. Similarly, teachers can be advised to be more self-reflective and understanding about the role of learning styles and this can help in making teaching more rewarding.


Keywords

Learning styles, Index of Learning Style Questionnaire.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork. Learning Styles concepts and evidence: Psychological Science in the Public Interest. 2008 December, pp. 105-119. Volume 09 no. 03. http://www.jstor.org/stable/20697325.
  • Curry L. Learning preferences in continuing medical education: Canadian Medical Association Journal. 1981; 124:535–6.
  • Heethal. J. P, G.N. Sahana, S. Ghosh, Chitra.G. Learning Style Preferences: A Comparison between Students of an Indian and a Malaysian Medical School: South East Asian Journal of Medical Education. 2014; Vol. 8 no.2.
  • Essential skills and Attributes required for the study of Occupational Therapy. Ontario council of University Programs in Rehabilitation Sciences (OCUPRS) Policy document. 2009 July. https://cou.ca/wp-content/uploads/2009/08/COU-Essential-Skills-and-Attributes-for-Occupational-Therapy.pdf
  • Index of Learning Style Questionnaire https:// www.bradford.ac.uk/academic-skills/media/learnerdevelopmentunit/documents/academic skills resources/effective learning strategies/media-99185-en..pdf
  • Daniel Hernandez-Torrano, Syed Ali, Chee-kai Chan. First Year medical students Learning Style preferences. BMC Medical Education. 2017.
  • Glen A. Livesay, Kay C Dee. Test Retest reliability of the Index of Learning Styles for first year Engineering Students: Proceedings of American Society for Engineering Education Annual conference and Exposition. 2005. https://peer.asee.org/test-retest-reliability-of-the-index-of-learning-stylesfor-first-year-engineering-students.pdf.
  • Aidan O’Dwyer. Analysis of engineering Students Learning Style on level 7, level 8 and level 9 programs: 3rd International symposium for Engineering Education, University College Cork, Ireland. 2010. https://arrow.dit.ie/cgi/viewcontent.cgi?referer=https:// www.google.com/&httpsredir=1&article= 1129&context=engscheleart
  • David Wall. Determining your Teaching Style.January 2007. https://www.researchgate.net/publication/253045944_Determining_your_teaching_style
  • Corina Iurea, Ioan Neacsu et al. The study of relationship between the teaching methods and the learning styles- the impact upon the students’ academic conduct: Procedia-Social and Behavioral Sciences. 2011; 11 256-260.
  • Jennifer Perna. Learning Styles and their effect on Student Learning. Senior Honor Theses, Honors College, Eastern Michigan University. 2011 January. https://commons.emich.edu/cgi/viewcontent.cgi?referer= https://www.google.com/&httpsredir=1&article=1263&context=honors
  • B.K. Mahajan. Methods in Biostatistics for Medical students and Research Workers: 7th Edition.

Abstract Views: 14

PDF Views: 0




  • Difference between Learning Style Preferences among Second Year MBBS and Second Year Engineering Students from Metropolitan City

Abstract Views: 14  |  PDF Views: 0

Authors

Aishwarya S. Parmar
O.T School & Training Centre, Lokmanya Tilak Municipal Medical College & General Hospital, Dr. Babasaheb Ambedkar Road, Sion (West), Mumbai,, India
Pooja H. Balsara
I M.O.Th (Musculoskeletal Sciences), Topiwala National Medical College & B.Y.L. Nair Charitable Hospital, Dr. A.L Nair Road, Mumbai, India
Shailaja S. Jaywant
O.T School & Training Centre, Lokmanya Tilak Municipal Medical College & General Hospital, Dr. Babasaheb Ambedkar Road, Sion (West), Mumbai, India

Abstract


Background: The manner in which a student learns is considered his or her learning style. Mismatches between teaching styles and students’ learning styles can cause students to become inattentive and unproductive. Teaching methods also vary with some tutors lecturing. Since students have significantly different learning styles, their motivation and performance improves when instruction is adapted to suit their preferences. This study aims to analyze the learning preferences among MBBS and Engineering students of Mumbai.

Method: The study was conducted among 2nd year medical students (group 1, n=50) and 2nd year Engineering students (group 2, n=50), from various colleges in Mumbai. After obtaining informed consent, the students were instructed to fill the “Index of Learning Styles Questionnaire” by Felder and Solomon. The questionnaire assesses preferences on four dimensions: Processing (active/reflective), Perception (sensing/ intuitive), Input (visual/verbal) and Comprehension (sequential/global). The data obtained was analyzed using descriptive statistics.

Results: In group 1, there were 23 (46%) males and 27 (30%) females. In group 2, there were 35 (70%) males and 15 (30%) females. In Group 1 (MBBS), there were more Reflective learners (52%) in Procession dimension, Sensory learners (64%) in the Perception dimension, Visual learners (90%) in Input dimension, Sequential learners (54%) in Comprehension dimension. In group 2 (Engineering), there were more Active learners (58%) in Procession dimension, Sensory learners (62%) in the Perception dimension, Visual learners (88%) in Input dimension, Sequential learners (60%) in Comprehension dimension.

Conclusion: It was concluded that the learning style preferences among MBBS and Engineering students is same. Students must analyze the skills required for understanding particular subject and change the learning style consciously. Similarly, teachers can be advised to be more self-reflective and understanding about the role of learning styles and this can help in making teaching more rewarding.


Keywords


Learning styles, Index of Learning Style Questionnaire.

References