EFFECT OF TEACHING BASED ON DOMINANT LEARNING STYLE ON TEST SCORE OF UNDERGRADUATE NURSING STUDENTS: A QUASI-EXPERIMENTAL PRE-POST STUDY

Abstract

Objective: To determine the effect of teaching based on dominant learning style on test score of undergraduate nursing students Study Design: A quasi-experimental pre-post study design was employed. Place and Duration of the Study: The study was executed at Ziauddin University Faculty of Nursing and Midwifery, Karachi, Pakistan. The study was conducted in two months (i.e., April 2023 to May 2023). Methodology: 150 students of BSN-I were selected by convenience sampling technique, divided into two groups; 75 participants in control group and 75 participants in interventional group. 140 qualified participants altogether (control group n=70 and intervention group n=70) were included in the study. Kolb learning style inventory was used to assess learning style of students and a valid self-developed questionnaire was used to collect pre and post-test score. Results: Majority of participants were females (n=75 out of 140) and mean age was 19.86±1.579.  The study shows that most dominant learning style of undergraduate nursing students is diverging (n=74) while least dominant is convergent (n=8). Students in the interventional group gave better performance in the post-test {17.0 (4)} (p-value <0.001) as compared to control group {12.50 (5)} which proves that teaching based on dominant learning style has significant effect on test score of undergraduate nursing students.

Conclusion: This study proves that teaching based on dominant learning style improves learning score of students, therefore students’ learning style should be taken into account while developing lesson plans, so that students learn more effectively and give better academic performance.