Predominant Nursing Students' Learning Profile and Nursing Faculty Teaching Styles as Related to Final Course Grade in a Baccalaureate Nursing Program in Puerto Rico

<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>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction PhD

Year

2002

Author dc:creator

• Méndez Cruz, Lourdes

Contributors dc:contributor

• Judith A. Anderson
• Jimmy Kijai
• Maria Rosa

• Educational Methods
• Higher Education
• Nursing

Repository record dc:identifier

https://digitalcommons.andrews.edu/dissertations/572

OAI identifier oai:identifier

oai:digitalcommons.andrews.edu:dissertations-1571