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Arguelles, Madelene G, Baltazar, Lalaine Rose E., Fajardo, Ruby Jane R., Lonzon, Abigail A., Monje, Lily Ann T., Santiago, Daphnee Joanne Marie T., Sinorio, Maria Nora B. and Varias, Mary Rose S. |
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Learning style preference of nursing students : |
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indicator in developing an appropriate instructional strategy / |
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prepared and submitted by Madelene G. Arguelles, Lalaine Rose E. Baltazar, Ruby Jane R. Fajardo, Abigail A. Lonzon, Lily Ann T. Monje, Daphnee Joanne Marie T. Santiago, Maria Nora B. Sinorio and Mary Rose S. Varias. |
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xiii, 100 pages |
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Undergraduate (Thesis) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 2008.;In partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing. |
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ABSTRACT. The study aimed to assess the learning style preference on nursing student in Pamantasan ng Lungsod ng Maynila in developing an appropriate instructional strategy. Specifically, it sought to answer the following inquiries: 1. What is the profile variable of the respondents: a. Gender b. Year level c. Academic standing 2. What is the level of preference of the respondents in the following learning styles? a. visual b. auditory c. kinesthetic/tactile 3. Is there a significant difference on the learning styles of the respondents when they are group according to the profile variables? 4. Is there a significant relationship among the level of preference of the respondents on the visual, auditory and kinesthetic/tactile learning styles? 5. What appropriate instructional strategies can be developed based on the result of the study? Pamantasan ng Lungsod ng Maynila College of Nursing second year to fourth year students were respondents of the study. Descriptive research was the method utilized and questionnaire was used as tool, It was adopted and modified from acknowledge sources mentioned in the methodology. Five-point Likert scale was used by the respondents in answering the questionnaire. Stratified Random sampling technique was used to select the respondents. One hundred sixty seven respondents were gathered to participate in the study. Moreover, for the statistical treatment of data, weighted mean, t-test for independent samples, analysis of Variance (ANOVA), and Chi-square utilized. Based on the findings of the study, it was revealed that the respondents were predominantly female in terms of gender. In year level, majority were fourth year students while in academic standing, good standing status predominate. It was also revealed that the respondents have a high level of preference on the three learning styles: visual, auditory and kinesthetic/tactile learning style. Respondents learns best when they visualized the lessons, when the instructor have a clear voice, and when they have the chance to try things out. Moreover, the respondents have no significant difference on the learning styles when grouped according to the profile variables. Hence, it was inferred that there was a significant relationship on the level of preference of the respondents among the visual, auditory and kinesthetic/tactile learning style. Based on the learning style preference of the respondents, an instructional strategy was developed with a main objective of accommodating evenly the student's learning styles to enhance the student's learning styles to enhance the student's way of learning and performance in the long run. Therefore, the following conclusions were formulated: 1. Majority of the respondents were female, belongs to the 4th year level and have good standing status. 2. The data shows that visual learners remember most what they see therefore the respondents learns best in lessons that are presented to them in a way that they visualize the material. The data reveals that auditory learners learn best when the instructor is interesting and have a clear voice. Therefore, instructors had a big influence on the learning needs of the students. The data reveals that kinesthetic/tactile learners understand something better after they try it out. Therefore, the respondents understand best when the instructor is interesting and have a clear voice. Therefore, the respondents understand best after doing its and want to try things that would satisfy their needs. 3. There was no significant difference on the visual and auditory learning style of the respondents when grouped according to gender. On the other hand, there was a significance difference on the kinesthetic/tactile learning style of the respondents according to gender. It was also tested that there was no significant difference on the learning style of the respondents. Therefore, it is concluded that learning styles were dependent on the learning style preference of the respondents. The following are the recommendations made: 1. Instructors should encouraged to use strategies in teaching that can address the three learning styles of the students. Instructors should utilize blackboards, overhead projectors, and film viewings related to subject matter when discussing the lesson. Likewise, instructors, while discussing, should have a clear voice and encourage students to actively participate in class through role-playing and class demonstrations. This can enhance memory retainment of lessons and its corresponding important points. 2. Adopt the instructional strategies developed and implement it to the classroom setting. 3. Conduct the study to a bigger sample for better generalization. |
| Uniform Resource Identifier |
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|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |