The Relationship between Learning Style Preference and Academic Achievement of Freshmen Associate Degree Nursing Students

This nonexperimental descriptive correlational study investigated the relationship between five learning style preferences fi-om Dunn's Learning Style Model and academic achievement of freshmen associate degree nursing students. Sixty seven female freshmen nursing students enrolled in a Midwest, private, associate degree nursing program participated in the study. The Productivity Environmental Preference Survey and a demographic questionnaire were used to survey the study participants. The Pearson Product Moment Correlation Test was used to statistically analyze the data. Findings revealed that structure and auditory were the most preferred learning styles of the sample group. Structure was found to have a significant direct relationship to academic achievement. There was no significant relationship between academic achievement and the learning style preferences of auditory, visual, tactile, and kinesthetic. Results of this study can be used by nursing educators in the designing of teaching methods and curriculum planning to accommodate the unique learning styles of associate degree nursing students. Information gleaned from this study also has implications for fostering student academic success and increasing retention rates.

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Thesis - University Access Only

Discipline thesis:degree_discipline

Graduate Nursing

Year

1995

Author dc:creator

• Jacobson, Adele

Contributors dc:contributor

• Margaret Hegge

• study and teaching nursing
• psychology nursing students
• cognitive styles
• psychology of learning
• Nursing

Statement dc:rights

• Copyright © 1995 Adele Jacobson. All rights reserved

Language dc:language

en

Repository record dc:identifier

https://openprairie.sdstate.edu/etd/739

OAI identifier oai:identifier

oai:openprairie.sdstate.edu:etd-1739