Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course

Bibliographic Details
Main Author:	Quinn, Melissa Marie
Language:	English
Published:	The Ohio State University / OhioLINK 2015
Subjects:	Anatomy and Physiology Education
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=osu1440146297

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-osu14401462972021-08-03T06:33:01Z Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course Quinn, Melissa Marie Anatomy and Physiology Education Educators and researchers recognize that each individual prefers their own different learning styles. Learning styles are defined as a set of factors that aid individuals in learning. Knowing one's learning styles can help develop study strategies to compensate for weaknesses and capitalize on strengths. Providing students, especially students in the beginning of their collegiate career, tools to aid in their learning experience can assist in setting them up for success. This study investigates the unique nature of anatomy courses by examining the preferred learning styles of undergraduate anatomy students, as well as their lecture delivery method of choice throughout the course.Students enrolled in Anatomy 2300 Human Anatomy, a large enrollment undergraduate anatomy course offered through the Division of Anatomy at The Ohio State University – Columbus Campus, were given the opportunity to complete the Index of Learning Styles (ILS) questionnaire developed by Drs. Richard Felder and Barbara Solomon, along with a short demographics survey. Afterwards, each participant was provided with their personalized learning styles scores on each of the four dimensions of learning styles (i.e. active/reflective, sensing/intuitive, visual/verbal, and sequential/global; as indicated by the ILS questionnaire), as well as information about study strategies for each of the four dimensions. Additional data collected included lecture delivery method of choice, demographic information, highest ACT composite scores, and anatomy written examination scores. Data analyses indicated that the students enrolled in Anatomy 2300 Human Anatomy were generally active, sensing, visual, and sequential learners, although a learning styles profile was constructed for the students in each of the declared majors/programs enrolled in the course which showed minor variation in the active/reflective dimension. In terms of gender differences for learning styles, statistical analyses indicated that females preferred an active learning style more so over males, who preferred a reflective learning style, while there was no statistical difference when comparing the genders in the other learning style dimensions. The results of the study also indicated that academic achievement, when controlling for academic ability, was only statically predicted by the active/reflective dimension in the head and neck curricular unit. Results of the different lecture delivery method choices indicated that for all three units, the most commonly chosen lecture delivery method was the online only method, followed by face-to-face only, and, lastly the mixture of both online and face-to-face. It was also found that only the sensing/intuitive dimension was statistically significant in predicting the lecture delivery method. The results also indicated individuals who utilized the face-to-face only lecture delivery method had higher examination scores over those who chose either of the other methods. There was no difference between the genders and their lecture delivery method of choice, although results indicated that there was a difference between the Pre-Nursing and Pre-Medicine majors, as well as between the Pre-Nursing and Pre-Health Science majors in their choice of lecture delivery method. Implications for anatomy instructors, undergraduate students, and future research are discussed. 2015-12-30 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1440146297 http://rave.ohiolink.edu/etdc/view?acc_num=osu1440146297 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Anatomy and Physiology Education
spellingShingle	Anatomy and Physiology Education Quinn, Melissa Marie Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course
author	Quinn, Melissa Marie
author_facet	Quinn, Melissa Marie
author_sort	Quinn, Melissa Marie
title	Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course
title_short	Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course
title_full	Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course
title_fullStr	Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course
title_full_unstemmed	Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course
title_sort	learning styles of undergraduate students and its influence on the preference of lecture delivery method in a large enrollment undergraduate gross anatomy course
publisher	The Ohio State University / OhioLINK
publishDate	2015
url	http://rave.ohiolink.edu/etdc/view?acc_num=osu1440146297
work_keys_str_mv	AT quinnmelissamarie learningstylesofundergraduatestudentsanditsinfluenceonthepreferenceoflecturedeliverymethodinalargeenrollmentundergraduategrossanatomycourse
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Learning Styles of Undergraduate Students and Its Influence on the Preference of Lecture Delivery Method in a Large Enrollment Undergraduate Gross Anatomy Course

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