The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)

Addis Adera Gebru; Shahrazad Ghiyasvandian; Nooroodin Mohammadi

doi:doi:10.11648/j.ajns.20150403.24

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The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)

Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi

Published in American Journal of Nursing Science (Volume 4, Issue 3)

Received: 20 May 2015 Accepted: 29 May 2015 Published: 13 June 2015

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Abstract

Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.

Published in	American Journal of Nursing Science (Volume 4, Issue 3)
DOI	10.11648/j.ajns.20150403.24
Page(s)	138-150
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

LS, Academic Achievement, Self-Directed Learning, Nursing Students’, Iran, Undergraduate Degree

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Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi. (2015). The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS). American Journal of Nursing Science, 4(3), 138-150. https://doi.org/10.11648/j.ajns.20150403.24

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Addis Adera Gebru; Shahrazad Ghiyasvandian; Nooroodin Mohammadi. The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS). Am. J. Nurs. Sci. 2015, 4(3), 138-150. doi: 10.11648/j.ajns.20150403.24

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AMA Style

Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi. The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS). Am J Nurs Sci. 2015;4(3):138-150. doi: 10.11648/j.ajns.20150403.24

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@article{10.11648/j.ajns.20150403.24,
  author = {Addis Adera Gebru and Shahrazad Ghiyasvandian and Nooroodin Mohammadi},
  title = {The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)},
  journal = {American Journal of Nursing Science},
  volume = {4},
  number = {3},
  pages = {138-150},
  doi = {10.11648/j.ajns.20150403.24},
  url = {https://doi.org/10.11648/j.ajns.20150403.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20150403.24},
  abstract = {Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.},
 year = {2015}
}

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TY  - JOUR
T1  - The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)
AU  - Addis Adera Gebru
AU  - Shahrazad Ghiyasvandian
AU  - Nooroodin Mohammadi
Y1  - 2015/06/13
PY  - 2015
N1  - https://doi.org/10.11648/j.ajns.20150403.24
DO  - 10.11648/j.ajns.20150403.24
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 138
EP  - 150
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20150403.24
AB  - Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.
VL  - 4
IS  - 3
ER  -

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Author Information

Addis Adera Gebru

School of Nursing and Midwifery, Tehran University of Medical Sciences, Department of Medical Surgical Nursing, Tehran, Iran
Shahrazad Ghiyasvandian

School of Nursing and Midwifery, Tehran University of Medical Sciences, Department of Medical Surgical Nursing, Tehran, Iran
Nooroodin Mohammadi

School of Nursing and Midwifery, Tehran University of Medical Sciences, Department of Critical Care Unit, Tehran, Iran

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Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi. (2015). The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS). American Journal of Nursing Science, 4(3), 138-150. https://doi.org/10.11648/j.ajns.20150403.24

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ACS Style

Addis Adera Gebru; Shahrazad Ghiyasvandian; Nooroodin Mohammadi. The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS). Am. J. Nurs. Sci. 2015, 4(3), 138-150. doi: 10.11648/j.ajns.20150403.24

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AMA Style

Addis Adera Gebru, Shahrazad Ghiyasvandian, Nooroodin Mohammadi. The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS). Am J Nurs Sci. 2015;4(3):138-150. doi: 10.11648/j.ajns.20150403.24

Copy | Download

@article{10.11648/j.ajns.20150403.24,
  author = {Addis Adera Gebru and Shahrazad Ghiyasvandian and Nooroodin Mohammadi},
  title = {The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)},
  journal = {American Journal of Nursing Science},
  volume = {4},
  number = {3},
  pages = {138-150},
  doi = {10.11648/j.ajns.20150403.24},
  url = {https://doi.org/10.11648/j.ajns.20150403.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20150403.24},
  abstract = {Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)
AU  - Addis Adera Gebru
AU  - Shahrazad Ghiyasvandian
AU  - Nooroodin Mohammadi
Y1  - 2015/06/13
PY  - 2015
N1  - https://doi.org/10.11648/j.ajns.20150403.24
DO  - 10.11648/j.ajns.20150403.24
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 138
EP  - 150
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20150403.24
AB  - Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.
VL  - 4
IS  - 3
ER  -

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