Relationship between Aptitude for Concept Maps/Case Studies, and Learning Preference Style

2.50
Hdl Handle:
http://hdl.handle.net/10755/160370
Type:
Presentation
Title:
Relationship between Aptitude for Concept Maps/Case Studies, and Learning Preference Style
Abstract:
Relationship between Aptitude for Concept Maps/Case Studies, and Learning Preference Style
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2002
Author:Wood, Karen
P.I. Institution Name:Saint Xavier University
Title:Associate Professor
Contact Address:School of Nursing, 3700 West 103rd Street, Chicago, IL, 60655, USA
Contact Telephone:773.298.3746
The purpose of this study was to describe the relationship between learning style preference and nursing students' aptitudes for concept maps and case studies. The study was based on a conceptual framework that posits four categories of learning styles, with individuals demonstrating aptitude for teaching/learning strategies that are congruent with their learning style. The sample included students in a baccalaureate nursing program, who were enrolled in the medical-surgical nursing courses at junior (n=13) or senior (n=37) level during spring semester 2001. Students in the junior-level course completed one concept map and one case study as graded assignments for the course. Students in the senior-level course completed three graded concept maps. Subjects completed the Learning Style Survey (LSS), an adaptation of the Kolb and McCarthy Learning Style Inventory, and a Concept Map/Case Study survey designed for this study. Students were categorized as one of four learning preference types, based on their LSS scores. The majority of students (53.2%) were categorized as "active experimenters" (AE). Among the senior group, AE's had significantly lower concept map grades than the other learning style groups. There was a moderate correlation (r=0.55, p=.005) between mean concept map grade and final course grade for seniors. For the junior group, no differences were found in concept map or case study grades for any of the groups. Analysis of survey data is underway. Preliminary data analysis suggests that students with an AE learning preference may have more difficulty with concept mapping than students with other types of learning preferences.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleRelationship between Aptitude for Concept Maps/Case Studies, and Learning Preference Styleen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160370-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Relationship between Aptitude for Concept Maps/Case Studies, and Learning Preference Style</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wood, Karen</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Saint Xavier University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 3700 West 103rd Street, Chicago, IL, 60655, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">773.298.3746</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">wood@sxu.edu</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to describe the relationship between learning style preference and nursing students' aptitudes for concept maps and case studies. The study was based on a conceptual framework that posits four categories of learning styles, with individuals demonstrating aptitude for teaching/learning strategies that are congruent with their learning style. The sample included students in a baccalaureate nursing program, who were enrolled in the medical-surgical nursing courses at junior (n=13) or senior (n=37) level during spring semester 2001. Students in the junior-level course completed one concept map and one case study as graded assignments for the course. Students in the senior-level course completed three graded concept maps. Subjects completed the Learning Style Survey (LSS), an adaptation of the Kolb and McCarthy Learning Style Inventory, and a Concept Map/Case Study survey designed for this study. Students were categorized as one of four learning preference types, based on their LSS scores. The majority of students (53.2%) were categorized as &quot;active experimenters&quot; (AE). Among the senior group, AE's had significantly lower concept map grades than the other learning style groups. There was a moderate correlation (r=0.55, p=.005) between mean concept map grade and final course grade for seniors. For the junior group, no differences were found in concept map or case study grades for any of the groups. Analysis of survey data is underway. Preliminary data analysis suggests that students with an AE learning preference may have more difficulty with concept mapping than students with other types of learning preferences.</td></tr></table>en_GB
dc.date.available2011-10-26T22:52:44Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:52:44Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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