Learning Styles of Medical Technology Students

A group thesis


Research Paper (postgraduate), 2011
22 Pages

Excerpt

Table of Contents

INTRODUCTION(Chapter 1)
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation
Materials and Methods
Definition of Terms

REVIEW OF RELATED LITERATURE(Chapter 2)
Definition and Types of Learning Styles
Accommodator
Assimilator
Converger
Diverger
Applications of Learning Style
Criticism of Learning Styles

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS(Chapter 3)
Summary
Conclusions
Recommendations

BIBLIOGRAPHY

APPENDIX A

APPENDIX B

CHAPTER 1 INTRODUCTION

Background of the Study

It is observed in the past years that some students tend to be intelligent in different ways. Intelligence has been defined and studied under a number of different rubrics, among them individual differences, cognitive abilities, and aptitudes. Probably the most influential developments in our recent understanding of these concepts have come from educational and psychological researchers associated with cognitive psychology. Three of those individuals, Robert Sternberg, Howard Gardner, and John Horn serve as a representative sample of researchers who have made significant gains in our current conceptions of intelligence.

Robert Sternberg. Sternberg's (1985) theory of intelligence contains three sub theories, one about context, one about experience, and one about the cognitive components of information processing. The contextual sub theory attempts to specify what would be considered “intelligent” in a given culture or context. According to him, culturally intelligent behavior involves adapting to one's present environment, selecting a more optimal environment, or reshaping one's current environment. The experiential sub theory claims that the expression of any intelligent behavior will be a function of the amount of experience one has with the particular class of tasks being tested. According to Sternberg, intelligence is best demonstrated when the task is relatively novel or unfamiliar. The componential sub theory describes the cognitive structures and processes that together produce intelligent behavior. Sternberg proposes three general types of processes: met components, performance components, and knowledge acquisition components. As a whole, the diarchic theory claims different aspects or kinds of intelligence.

Howard Gardner, one of the most popular recent views of intelligence, at least among practitioners, has come from Gardner. He proposes a theory of multiple intelligences in which he claims there are seven relatively independent intelligences and in 1999 added an eighth intelligence. Those intelligences are logical-mathematical, linguistic, musical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence. Additionally, Gardner recognizes that one's experiences will influence the degree to which each of the intelligences can be expressed. Thus, rather than characterizing an individual's intelligence by a single test score, Gardner argues for determining the profile of one's intelligences, taking into account culturally valued activities that can be expressed in a familiar context. Accordingly, this view suggests the need for new forms of assessment.

John Horn. Along with his advisor, Raymond Catell, John Horn has developed a theory of intelligences that specifies two broad factors, fluid abilities and crystallized abilities,along with numerous specific factors that support the general ones. Fluid intelligence represents one's ability to reason and solve problems in novel or unfamiliar situations. Crystallized intelligence, on the other hand, indicates the extent to which an individual has attained the knowledge of a culture. According to Horn, the Gf-Gc theory can also be thought of as a theory multiple intelligences because of the relative independence of fluid and crystallized abilities. He also argues that the expressions of these abilities “...are outcroppings of distinct influences operating through development, brain function, genetic determination, and the adjustments, adaptations, and achievements of school and work.

Experiential Learning is a four-stage cyclical theory of learning; Kolb's experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behavior. Building upon earlier work by Dewey and Levin, Americal educational theorist Kolb believes “learning is the process whereby knowledge is created through the transformation of experience” (1984). The theory presents a cyclical model of learning, consisting of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation and the choice of new experiences.

This research study aims to determine the different learning styles of the second year medical technology student of Far Eastern University. The theme is viewed as important to both students and teachers. This study also attempts to help teachers and researchers gain a better understanding of how students learn.

Statement of the Problem

This study aims to answer the following questions:

1. What is the most dominant learning style of second year medical technology students?
2. What is the least dominant learning style of second year medical technology students?
3. In what learning activities are the second year medical technology students good at?

Significance of the Study

IAS Students

This research would help them to know their learning styles and with that, they could enhance and develop their learning. Also, the researchers hope that in giving more emphasis on the learning styles, more students will be interested to make similar studies with such an objective as to make positive contributions in the styles of learning.

IAS Professors

They would benefit from this research because they would be able to make use of the information imparted in this research, especially on knowing what kind of learning styles each student has.

Future Researchers

This research would help them to have an idea of they would develop this study. And also, this research paper can provide the information they needed for their related research.

Scope and Delimitation

Fifty second year medical technology students from Far Eastern University were used as a sample in conducting a survey. This study limits its coverage only to second year medical technology students of FEU. Its main purpose is to identify the different learning styles applied by the students in their daily encounter inside the classroom and to proposed possible outcomes. These medical technology students are chosen to be the respondents because of the great emphasis that they put into learning. This study includes questionnaires containing questions about the personal profile of the students as well as the questions used to determine the different learning styles of the students.

Materials and Methods

This thesis paper involves a comparative method since the researchers intend to compare and rate the different learning styles of certain college students, specifically second year medical technology students of Far Eastern University. This method is defined as “ the analysis of small number of cases, entailing at least two observations, yet too few to permit the application of conventional statistical and case-study, Lijphart's article tackles about assessing the comparative method on those three mentioned. Knowing the comparative method merely appropriate for the study.

The information pertinent to the concepts used in the study was obtained from some reference materials including books, journal articles and other online sources. The researchers conducted a survey on order to compare the learning styles used by the students and to support the findings of this study.

Definition of Terms

Intelligence – the application of knowledge to think abstractly by objective criteria

Learning Styles – ways of learning

Experiential Learning – making meaning through his/her direct experiences

Concrete experience – being involved in new experience

Reflective observation – observing and developing other people's experience

Abstract Conceptualization – making some theories to explain briefly the observations

Active Experimentation – using theories in solving problems and in making decisions

CHAPTER 2 REVIEW OF RELATED LITERATURE

Over the years, it is observed that learning is reflected in the way we respond to environmental, social, emotional and physical stimuli, to understand new information. People learn and process information in different ways. It has been said that knowing, teaching to, and providing opportunity for a given learner to learn through their primary and secondary learning styles is the key to successful education.

Definition and Types of Learning Styles

According to Drexel University (2002), the term learning styles is used to refer to several ways in which most people learn learn. Jessica Blackmore, quoting Litziger and Osif (1993), states that learning styles are the different ways in which children and adults think and learn. There are many different learning styles, which people can use when learning. Every individual has a preferred way of learning. People usually tend to use primarily the learning style that they feel most comfortable with, and in doing so may not be benefiting from other learning styles. Because individuals are not using other styles to their full potential, this can lead to weaknesses in the other styles. The aim of this study was to see if it is beneficial for individuals to learn about their preferred learning styles in order to improve their learning ability. The hypothesis was that this may enable them to use their preferred style to its full potential in a learning situation. It may also prove useful for improving individuals learning ability by pinpointing weaknesses and improving their weaker styles. Not only should students learn about the different learning styles but teachers should also be trained in this area.

Learning styles are very important and recognising students individual learning styles in a classroom situation is an important part of raising students’ awareness of alternative ways of approaching learning experiences. They also state that instructors may teach a class in ways that reflect their personal learning style. This method of teaching may not match a student’s learning style and may be disadvantageous to the student. If a teacher only operates according to a learning style, which is dissimilar to that of a student’s preferred learning style, the lesson is likely to be rejected or resisted by that student. (Healy and Jenkins 2000). Learning one’s own individual learning style may lead to increased motivation from the student and may also keep them actively involved in the learning process. (Blackmore, J., “Pedagogy: Learning Styles”, 1996).

Definition of learning styles includes the way that information is processed. It focuses on strengths, not weaknesses. There is no right or wrong learning style. Most children show a preference for one of the following basic learning styles: visual, auditory, tactile or kinesthetic. It is not uncommon to combine the primary and secondary learning styles. Learning style is defined as an adoption of a habitual and distinct mode of acquiring knowledge.

[...]

Excerpt out of 22 pages

Details

Title
Learning Styles of Medical Technology Students
Subtitle
A group thesis
Author
Year
2011
Pages
22
Catalog Number
V188176
ISBN (eBook)
9783656120346
ISBN (Book)
9783656120001
File size
600 KB
Language
English
Tags
learning, styles, medical, technology, students
Quote paper
Jerome Daquigan et al. (Author), 2011, Learning Styles of Medical Technology Students, Munich, GRIN Verlag, https://www.grin.com/document/188176

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