Learning Style Preferences and their Correlates among Physiotherapy Undergraduates

Abstract

Degree courses for Allied Health Sciences commenced in Sri Lanka in 2005. The BSc Physiotherapy Degree programme was established in Allied Health Sciences Unit (AHSU), Faculty of Medicine, University of Colombo in 2006. The course is in its dynamic stage with continuing curriculum development, review and evaluation. The student population is diverse with regards to language, religion, experience, culture, level of preparedness and learning styles. In the background of this diversity it would be beneficial to both students and academics to identify student learning preferences in order to enhance student centered learning. The aim of this was to determine learning styles among BSc. Physiotherapy undergraduates using a constitutionally based method and to determine the difference according to the gender academic year and academic performance. All undergraduates (n= 114) studying at AHSU, Faculty of Medicine, University of Colombo were recruited. Data were collected via a self-administrated VARK Questionnaire. Data was analyzed using standard statistical tests. Of 114 respondents there were 51 males and 63 females. Among Physiotherapy undergraduates 23.7% multimodal learners, 22.4% predominantly kinesthetic learners, 16.2% predominantly aural learners, 17.5% predominantly reading learners and 20.2% predominantly visual learners. There was no significant relationship between learning style and gender (p > 0.05 ), learning style and academic year (p > 0.05 ) and learning style and academic performance (p > 0.05 ). Majority of final year undergraduates were kinesthetic learners whereas the majority of first year undergraduates were reading learners. According to the results most of the physiotherapy undergraduates were multimodal learners 23.7% and kinesthetic learners 22.4%. First year students were predominantly reading learners whereas final year learners were predominantly kinesthetic learners which might be because during the course students have adopted to the course requirements. However follow-up study needed to confirm. There was no significant relationship between learning style and gender, learning style and batch and learning style and course performance.