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Document Type
Thesis - University Access Only
Award Date
1995
Degree Name
Master of Science (MS)
Department / School
Graduate Nursing
First Advisor
Margaret Hegge
Keywords
study and teaching nursing, psychology nursing students, cognitive styles, psychology of learning
Abstract
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.
Library of Congress Subject Headings
Nursing -- Study and teaching (Associate degree)
Nursing students -- Psychology
Cognitive styles
Learning, Psychology of
Academic achievement
Format
application/pdf
Number of Pages
68
Publisher
South Dakota State University
Rights
Copyright © 1995 Adele Jacobson. All rights reserved
Recommended Citation
Jacobson, Adele, "The Relationship between Learning Style Preference and Academic Achievement of Freshmen Associate Degree Nursing Students" (1995). Electronic Theses and Dissertations. 739.
https://openprairie.sdstate.edu/etd/739