Academic Achievement, Self-directed Learning, and Critical Thinking Disposition According to Learning Styles of Nursing Students

• DOI: 10.7739/jkafn.2012.19.3.334
• Publication Date: 2012-10-04T06:19:59Z
• Authors: Sun-Hee Yang; Eun-Ho Ha; Og-Cheol Lee; In-Ok Sim; Young-Mi Park; Hyun-A Nam; Jeong-Sook Kim
• Keywords: 03 medical and health sciences; 0302 clinical medicine; 4. Education; 0305 other medical science

Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb`s Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using test, ANOVA, Pearson` correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F