Problem. The purpose o f this study was to investigate the relationship between students’ predominant learning profile, faculty teaching preferences, and the final course grade in a 4-year nursing program at a private Christian university in Puerto Rico.
Method. A non-experimental descriptive research design was used for this study. The Learning Profile Indicator was administered to all nursing students («=138) while the Teaching Style Inventory was given to all faculty («=9). Demographic sheets were also given to both students and faculty Students’ final course grades were obtained from the faculty. Descriptive (frequency, means and standard deviations) and inferential statistics (Chi-square test o f association, and two-way analysis o f variance) were used to analyze the data.
Results. In this study, most students (53.6%) had the Sensing-Thinking learning style. On the other hand, most faculty preferred the Sensing-Feeling (44.4%) and Intuitive- Thinking (33.3%) teaching style. Chi-Square test of association resulted in no statistically significant relationship between learning style and year in the nursing program (%^= 5.68, df= 6, p =0.46). Similarly, no significant relationship between learning style and teaching preferences was indicated (%^= 4.49, df= 4, p =0.34). Students with Intuitive-Feeling learning style (m=71.75, srf=10.40) scored significantly lower than students with Sensing-Thinking (m=83.97, sd=92%), Sensing-Feeling (im=83.73, 5ff=8.58) or Intuitive-Thinking (m=87.87, sJ=6.84) learning styles. Students taught by the one faculty member who had an Intuitive-Feeling teaching preference scored significantly higher (m=93.5, sd=3.79) than students taught by faculty with other teaching preferences. There was no interaction between learning style and teaching preferences.
Conclusion. The match between faculty teaching preferences and student learning styles is quite low (about 20%). Learning styles is not related to year in nursing program or faculty teaching preferences. However, final course grade is related to learning styles and teaching preferences.
","abstract_html":"<p><em>Problem</em>. The purpose o f this study was to investigate the relationship between students’ predominant learning profile, faculty teaching preferences, and the final course grade in a 4-year nursing program at a private Christian university in Puerto Rico.</p> <p><em>Method.</em> A non-experimental descriptive research design was used for this study. The Learning Profile Indicator was administered to all nursing students («=138) while the Teaching Style Inventory was given to all faculty («=9). Demographic sheets were also given to both students and faculty Students’ final course grades were obtained from the faculty. Descriptive (frequency, means and standard deviations) and inferential statistics (Chi-square test o f association, and two-way analysis o f variance) were used to analyze the data.</p> <p><em>Results</em>. In this study, most students (53.6%) had the Sensing-Thinking learning style. On the other hand, most faculty preferred the Sensing-Feeling (44.4%) and Intuitive- Thinking (33.3%) teaching style. Chi-Square test of association resulted in no statistically significant relationship between learning style and year in the nursing program (%^= 5.68, df= 6, p =0.46). Similarly, no significant relationship between learning style and teaching preferences was indicated (%^= 4.49, df= 4, p =0.34). Students with Intuitive-Feeling learning style (m=71.75, srf=10.40) scored significantly lower than students with Sensing-Thinking (m=83.97, sd=92%), Sensing-Feeling (im=83.73, 5ff=8.58) or Intuitive-Thinking (m=87.87, sJ=6.84) learning styles. Students taught by the one faculty member who had an Intuitive-Feeling teaching preference scored significantly higher (m=93.5, sd=3.79) than students taught by faculty with other teaching preferences. There was no interaction between learning style and teaching preferences.</p> <p><em>Conclusion</em>. The match between faculty teaching preferences and student learning styles is quite low (about 20%). Learning styles is not related to year in nursing program or faculty teaching preferences. However, final course grade is related to learning styles and teaching preferences.</p>","abstract_has_math":false,"creators":["Méndez Cruz, Lourdes"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction PhD","degree_department":null,"school":null,"contributors":["Judith A. Anderson","Jimmy Kijai","Maria Rosa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-01-01T08:00:00Z","date_published":"2002-01-01T08:00:00Z","updated_at":"2026-07-24T00:53:24Z","subjects":["Educational Methods","Higher Education","Nursing"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/572","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Judith A. Anderson","Jimmy Kijai","Maria Rosa"]},{"key":"dc:creator","label":"Author","values":["Méndez Cruz, Lourdes"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Methods","Higher Education","Nursing"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/572"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem. The purpose o f this study was to investigate the relationship between students’ predominant learning profile, faculty teaching preferences, and the final course grade in a 4-year nursing program at a private Christian university in Puerto Rico.
Method. A non-experimental descriptive research design was used for this study. The Learning Profile Indicator was administered to all nursing students («=138) while the Teaching Style Inventory was given to all faculty («=9). Demographic sheets were also given to both students and faculty Students’ final course grades were obtained from the faculty. Descriptive (frequency, means and standard deviations) and inferential statistics (Chi-square test o f association, and two-way analysis o f variance) were used to analyze the data.
Results. In this study, most students (53.6%) had the Sensing-Thinking learning style. On the other hand, most faculty preferred the Sensing-Feeling (44.4%) and Intuitive- Thinking (33.3%) teaching style. Chi-Square test of association resulted in no statistically significant relationship between learning style and year in the nursing program (%^= 5.68, df= 6, p =0.46). Similarly, no significant relationship between learning style and teaching preferences was indicated (%^= 4.49, df= 4, p =0.34). Students with Intuitive-Feeling learning style (m=71.75, srf=10.40) scored significantly lower than students with Sensing-Thinking (m=83.97, sd=92%), Sensing-Feeling (im=83.73, 5ff=8.58) or Intuitive-Thinking (m=87.87, sJ=6.84) learning styles. Students taught by the one faculty member who had an Intuitive-Feeling teaching preference scored significantly higher (m=93.5, sd=3.79) than students taught by faculty with other teaching preferences. There was no interaction between learning style and teaching preferences.
Conclusion. The match between faculty teaching preferences and student learning styles is quite low (about 20%). Learning styles is not related to year in nursing program or faculty teaching preferences. However, final course grade is related to learning styles and teaching preferences.
"]},{"key":"dc:title","label":"Title","values":["Predominant Nursing Students' Learning Profile and Nursing Faculty Teaching Styles as Related to Final Course Grade in a Baccalaureate Nursing Program in Puerto Rico"]}]}],"canonical_facts":{"dc:contributor":["Judith A. Anderson","Jimmy Kijai","Maria Rosa"],"dc:creator":["Méndez Cruz, Lourdes"],"dc:description.abstract":["Problem. The purpose o f this study was to investigate the relationship between students’ predominant learning profile, faculty teaching preferences, and the final course grade in a 4-year nursing program at a private Christian university in Puerto Rico.
Method. A non-experimental descriptive research design was used for this study. The Learning Profile Indicator was administered to all nursing students («=138) while the Teaching Style Inventory was given to all faculty («=9). Demographic sheets were also given to both students and faculty Students’ final course grades were obtained from the faculty. Descriptive (frequency, means and standard deviations) and inferential statistics (Chi-square test o f association, and two-way analysis o f variance) were used to analyze the data.
Results. In this study, most students (53.6%) had the Sensing-Thinking learning style. On the other hand, most faculty preferred the Sensing-Feeling (44.4%) and Intuitive- Thinking (33.3%) teaching style. Chi-Square test of association resulted in no statistically significant relationship between learning style and year in the nursing program (%^= 5.68, df= 6, p =0.46). Similarly, no significant relationship between learning style and teaching preferences was indicated (%^= 4.49, df= 4, p =0.34). Students with Intuitive-Feeling learning style (m=71.75, srf=10.40) scored significantly lower than students with Sensing-Thinking (m=83.97, sd=92%), Sensing-Feeling (im=83.73, 5ff=8.58) or Intuitive-Thinking (m=87.87, sJ=6.84) learning styles. Students taught by the one faculty member who had an Intuitive-Feeling teaching preference scored significantly higher (m=93.5, sd=3.79) than students taught by faculty with other teaching preferences. There was no interaction between learning style and teaching preferences.
Conclusion. The match between faculty teaching preferences and student learning styles is quite low (about 20%). Learning styles is not related to year in nursing program or faculty teaching preferences. However, final course grade is related to learning styles and teaching preferences.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/572"],"dc:subject":["Educational Methods","Higher Education","Nursing"],"dc:title":["Predominant Nursing Students' Learning Profile and Nursing Faculty Teaching Styles as Related to Final Course Grade in a Baccalaureate Nursing Program in Puerto Rico"],"thesis:degree_discipline":["Curriculum and Instruction PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:53:24Z"}