Learning Style Preference Among Undergraduate Physiotherapy Students, Pakistan: Cross-sectional Study
Year: 2024
Type: article
Study design: Observational Study
Abstract: Background: Each student possesses unique learning style preferences that vary based on their characteristics, cognitive levels, physical conditions, and readiness to acquire, process, and retain knowledge. Identifying and adapting to these preferences can enhance the selection of teaching methods and improve academic performance. Objective: This study aims to assess the learning style preferences among undergraduate physiotherapy students in Rawalpindi, Pakistan. Methods: A cross-sectional study was conducted from February 2023 to July 2023 involving undergraduate students aged 18 to 28 years from both genders. Data were collected using the VARK Questionnaire (Version 8.01) developed by Fleming and analyzed using SPSS version 21. Descriptive statistics and Chi-square tests were utilized to analyze the data and examine the association of VARK learning styles between male and female students. Results: Among the 476 participants, with a mean age of 23.71±0.36 years, 258 (54.2%) were female and 218 (45.8%) were male. A total of 298 (62.60%) students preferred a multimodal learning style, while 178 (37.40%) opted for unimodal learning styles. Bimodal learning was preferred by 155 (32.6%) students. The most preferred unimodal learning style was kinesthetic, chosen by 15.3% of students. A significant majority of female students (76.3%) showed a preference for multimodal learning styles compared to 56.45% of male students. Conclusion: Multimodal learning styles are predominantly preferred by undergraduate physiotherapy students in Rawalpindi, with a notable preference among females for a combination of visual, auditory, reading, and kinesthetic modes.
DOI: 10.71000/ijhr68
Authors: Hafsah Gul Khattak, Hafsah Arshad, Abdul Moiz Khan, Manahil Abbas, Hamza Aliyan, Hamza Tahir
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4405898824