Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran

• Published in: Research and development in medical education Vol. 7; no. 2; pp. 77 - 81
• Main Authors: Sarbazvatan, Horyeh, Amini, Abolghasem, Aminisani, Nayyereh, Shamshirgaran, SeyedMorteza, Ghaffarifar, Saeideh
• Format: Journal Article
• Language: English
• Published: Tabriz Tabriz University of Medical Sciences 30-12-2018
• Subjects: Academic Achievement; Cognitive style; Dentistry; Gender; Health education; Iran; Learning; Learning Styles; Lifestyles; Longitudinal studies; Medical University; Midwifery; Nursing; Pharmacy; Public health; Questionnaires; School environment; Teaching methods; University students; Iran
• ISSN: 2322-2719; 2322-2719
• DOI: 10.15171/rdme.2018.016

Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.