Learning Styles Activity level and Medical Students’ Learning Performance

Authors

  • Deeba Qudsia Department of Education, University of Karachi, Pakistan

DOI:

https://doi.org/10.47616/jamres.v1i1.11

Keywords:

Relationship Study Style, Achievements, Activity

Abstract

The activity level relationship of learning styles and the level of activity relationships intra-campus activities to the achievement of the medical students. The design used in this study is analytical category using cross sectional approach. Data were analyzed using Chi-Square test. The results of the analysis with chi-square test found a correlation between the activity level relationship of study style to academic achievement of students (ρ-value=0.891) and found a correlation between the activity of intra-campus activities to academic achievement of students (ρ value = 0.021). There is a relationship between the level of activity of intra-campus activities to academic achievement of students.

References

Adeyemo, S. A. (2010). The relationship between students participation in school based extracurricular activities and their achievement in physics. International Journal of Science and Technology Education Research, 1(6), 111-117.

Brown, P., Hesketh, A., & Williams, S. (2004). The mismanagement of talent: Employability and jobs in the knowledge economy. Oxford University Press on Demand.

Camp, W. G. (1990). Participation in student activities and achievement: A covariance structural analysis. The Journal of Educational Research, 83(5), 272-278.

Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after-school activities and academic achievement. Journal of educational psychology, 91(2), 369.

Din, M. (2009). A Study In Indices Of Discrepancy Between Students’learning Styles And Their Actual Grade Achievement At Masters’level (Doctoral Dissertation, National University Of Modern Languages (Numl) Islamabad).

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.

Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.

Horton, J. (2015). Identifying at-risk factors that affect college student success. International Journal of Process Education, 7(1), 83-101.

Huang, Y. & Chang, S. (2004). Academic and cocurricular involvement: Their relationship and best combinations for student growth. Journal of College Student Development, 45 (4), 391-406.

Jaju, A., Kwak, H., & Zinkhan, G. M. (2002). Learning styles of undergraduate business students: A cross-cultural comparison between the US, India, and Korea. Marketing Education Review, 12(2), 49-60.

Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36, 18-29.

Kamp, R. J., Dolmans, D. H., van Berkel, H. J., & Schmidt, H. G. (2012). The relationship between students’ small group activities, time spent on self-study, and achievement. Higher Education, 64(3), 385-397.

Neisser, U., Boodoo, G., Bouchard Jr, T. J., Boykin, A. W., Brody, N., Ceci, S. J., ... & Urbina, S. (1996). Intelligence: knowns and unknowns. American psychologist, 51(2), 77.

Pearce, C. L. (2004). The future of leadership: Combining vertical and shared leadership to transform knowledge work. Academy of Management Perspectives, 18(1), 47-57.

Srnicek, N., & Williams, A. (2015). Inventing the future: Postcapitalism and a world without work. Verso Books.

Downloads

Published

2020-08-14