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Influence of learning styles on student performance in self-instructional courses
This study aimed to analyze the learning style of dentistry students in self-instructional courses to assist in pedagogical planning and to choose the most appropriate educational resources for the students’ learning profile. A sample of 122 students who responded to the Learning Styles Questionnair...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10374043/ https://www.ncbi.nlm.nih.gov/pubmed/37498893 http://dx.doi.org/10.1371/journal.pone.0289036 |
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author | Oliveira, Alana Spinola, Vitoria Garrido, Deise Teixeira, Mario Meireles Salles, Carlos Haddad, Ana Estela |
author_facet | Oliveira, Alana Spinola, Vitoria Garrido, Deise Teixeira, Mario Meireles Salles, Carlos Haddad, Ana Estela |
author_sort | Oliveira, Alana |
collection | PubMed |
description | This study aimed to analyze the learning style of dentistry students in self-instructional courses to assist in pedagogical planning and to choose the most appropriate educational resources for the students’ learning profile. A sample of 122 students who responded to the Learning Styles Questionnaire was analyzed. For statistical purposes, correlation analysis, chi-square test, odds ratio, and Student’s t-test were performed. In the analyzed sample, there was a higher prevalence of students in the theoretical and reflector styles, and a lower prevalence of students in the activist and pragmatic styles. An analysis of educational resources demonstrated the predominance of theoretical and reflective content. The data show a statistically significant reduction of about 74% in the chances of passing for the activist-pragmatists group compared to other students (χ(2)(1, N = 122) = 5.795, p < 0.05, odds ratio = 0.26). On the other hand, reflector students who exhibited a lower preference for the activist style had a higher chance of course completion, with a 3.33-fold increase in the likelihood of passing the course (χ(2)(1, N = 122) = 5.637, p < 0.05, odds ratio = 3.33). These findings highlight the importance of considering students’ learning styles in educational planning and resource selection to optimize student performance. Further research is warranted to explore the implications of these findings and to investigate additional factors that may influence student success in self-instructional courses. |
format | Online Article Text |
id | pubmed-10374043 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-103740432023-07-28 Influence of learning styles on student performance in self-instructional courses Oliveira, Alana Spinola, Vitoria Garrido, Deise Teixeira, Mario Meireles Salles, Carlos Haddad, Ana Estela PLoS One Research Article This study aimed to analyze the learning style of dentistry students in self-instructional courses to assist in pedagogical planning and to choose the most appropriate educational resources for the students’ learning profile. A sample of 122 students who responded to the Learning Styles Questionnaire was analyzed. For statistical purposes, correlation analysis, chi-square test, odds ratio, and Student’s t-test were performed. In the analyzed sample, there was a higher prevalence of students in the theoretical and reflector styles, and a lower prevalence of students in the activist and pragmatic styles. An analysis of educational resources demonstrated the predominance of theoretical and reflective content. The data show a statistically significant reduction of about 74% in the chances of passing for the activist-pragmatists group compared to other students (χ(2)(1, N = 122) = 5.795, p < 0.05, odds ratio = 0.26). On the other hand, reflector students who exhibited a lower preference for the activist style had a higher chance of course completion, with a 3.33-fold increase in the likelihood of passing the course (χ(2)(1, N = 122) = 5.637, p < 0.05, odds ratio = 3.33). These findings highlight the importance of considering students’ learning styles in educational planning and resource selection to optimize student performance. Further research is warranted to explore the implications of these findings and to investigate additional factors that may influence student success in self-instructional courses. Public Library of Science 2023-07-27 /pmc/articles/PMC10374043/ /pubmed/37498893 http://dx.doi.org/10.1371/journal.pone.0289036 Text en © 2023 Oliveira et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Oliveira, Alana Spinola, Vitoria Garrido, Deise Teixeira, Mario Meireles Salles, Carlos Haddad, Ana Estela Influence of learning styles on student performance in self-instructional courses |
title | Influence of learning styles on student performance in self-instructional courses |
title_full | Influence of learning styles on student performance in self-instructional courses |
title_fullStr | Influence of learning styles on student performance in self-instructional courses |
title_full_unstemmed | Influence of learning styles on student performance in self-instructional courses |
title_short | Influence of learning styles on student performance in self-instructional courses |
title_sort | influence of learning styles on student performance in self-instructional courses |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10374043/ https://www.ncbi.nlm.nih.gov/pubmed/37498893 http://dx.doi.org/10.1371/journal.pone.0289036 |
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