Learning style preferences and selection of learning and study strategies in a linguistically diverse nursing student population

2.50
Hdl Handle:
http://hdl.handle.net/10755/148489
Type:
Presentation
Title:
Learning style preferences and selection of learning and study strategies in a linguistically diverse nursing student population
Abstract:
Learning style preferences and selection of learning and study strategies in a linguistically diverse nursing student population
Conference Sponsor:Sigma Theta Tau International
Conference Year:1991
Author:Keane, Mary, DPH/DrPH
P.I. Institution Name:City University of New York City College-School of Nursing
Title:Assistant Professor
Since large numbers of non traditional students are now entering

schools of nursing with varying percentages as non primary speakers

of English, different linguistic and cultural modes of thinking

that accommodate less to traditional patterns of learning and

processing information have been recognized. Recent studies have

indicated that cultural differences and especially language may

influence academic achievement and success or failure on the

NCLEX-RN for individual students. Assessments of preferred

learning styles and learning and study strategies appear to have

positive results in not only understanding cognitive processes of

learners but also contribute to improvement of teaching methods and

enhance academic achievement. The purpose of this study was to

examine the relationships between preferred learning styles and

selection of learning and study strategies and specific variables

such as language, length of time in United States and GPA scores

in a multicultural and linguistically diverse nursing student

population.



Three instruments - Learning Styles Inventory (LSI), Learning and

Study Strategies Inventory (LASSI) and a demographic data form were

administered to a sample (N=112) of three successive classes of

upper sophomore nursing students taking a Professional

Communications course (1988-1990).



Findings revealed that the learning styles of group study and

visual language as well as the learning and study strategies of

information processing and selection of main ideas were the main

predictor variables for GPA scores. Information processing was

significantly related to primary speakers of English and to the

learning styles of written and oral expressiveness while selecting

main ideas and test taking strategies correlated with length of

time in United States and with the learning style of listening and

oral expressiveness. Language difficulties (English as a second

language) was positively correlated with high anxiety and lower GPA

scores. Faculty need to choose teaching methods to assist

students to enhance comprehension and reasoning abilities and

decrease anxiety via a collaborative, cooperative and interactive

learning process.



Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleLearning style preferences and selection of learning and study strategies in a linguistically diverse nursing student populationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148489-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Learning style preferences and selection of learning and study strategies in a linguistically diverse nursing student population</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">1991</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Keane, Mary, DPH/DrPH</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">City University of New York City College-School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr><td colspan="2" class="item-abstract">Since large numbers of non traditional students are now entering<br/><br/>schools of nursing with varying percentages as non primary speakers<br/><br/>of English, different linguistic and cultural modes of thinking<br/><br/>that accommodate less to traditional patterns of learning and<br/><br/>processing information have been recognized. Recent studies have<br/><br/>indicated that cultural differences and especially language may<br/><br/>influence academic achievement and success or failure on the<br/><br/>NCLEX-RN for individual students. Assessments of preferred<br/><br/>learning styles and learning and study strategies appear to have<br/><br/>positive results in not only understanding cognitive processes of<br/><br/>learners but also contribute to improvement of teaching methods and<br/><br/>enhance academic achievement. The purpose of this study was to<br/><br/>examine the relationships between preferred learning styles and<br/><br/>selection of learning and study strategies and specific variables<br/><br/>such as language, length of time in United States and GPA scores<br/><br/>in a multicultural and linguistically diverse nursing student<br/><br/>population.<br/><br/><br/><br/>Three instruments - Learning Styles Inventory (LSI), Learning and<br/><br/>Study Strategies Inventory (LASSI) and a demographic data form were<br/><br/>administered to a sample (N=112) of three successive classes of<br/><br/>upper sophomore nursing students taking a Professional<br/><br/>Communications course (1988-1990).<br/><br/><br/><br/>Findings revealed that the learning styles of group study and<br/><br/>visual language as well as the learning and study strategies of<br/><br/>information processing and selection of main ideas were the main<br/><br/>predictor variables for GPA scores. Information processing was<br/><br/>significantly related to primary speakers of English and to the<br/><br/>learning styles of written and oral expressiveness while selecting<br/><br/>main ideas and test taking strategies correlated with length of<br/><br/>time in United States and with the learning style of listening and<br/><br/>oral expressiveness. Language difficulties (English as a second<br/><br/>language) was positively correlated with high anxiety and lower GPA<br/><br/>scores. Faculty need to choose teaching methods to assist<br/><br/>students to enhance comprehension and reasoning abilities and<br/><br/>decrease anxiety via a collaborative, cooperative and interactive<br/><br/>learning process.<br/><br/><br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T09:45:55Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:45:55Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.