THE EFFECT OF KNOWLEDGE OF ONE'S LEARNING STYLE BY FRESHMAN NURSING STUDENTS ON STUDENT ACHIEVEMENT (MBTI, LEARNING STYLE, SELF KNOWLEDGE).
Contributors: Rutgers University.
Published: 1984
Number of pages: 250
Subjects: Education, Educational Psychology.
Description: In an effort to reduce attrition of nursing students enrolled in two year associate degree programs this investigation sought to determine whether enrolled students who had objective knowledge of their learning styles would obtain scores on an achievement measure that were different from those of students who lacked such knowledge. Descriptive statistics provided answers to three research questions which attempted to (1) identify the manifestations of learning styles, (2) determine the difference in achievement of subjects who had knowledge of their learning style and those who did not and (3) identify what effect certain demographic variables had on the achievement of subjects who did and did not know their learning style. Two null hypotheses were subjected to t tests for differences between means.

The first hypothesis stated there was no difference between the achievement of nursing students with knowledge of their learning styles and those who lacked such knowledge. The second null hypothesis stated there was no difference in achievement between nursing students who had knowledge of their learning styles and those who lacked such knowledge when compared according to certain demographic variables.

The experiment was conducted using a pretest-posttest control group design. The subjects consisted of 105 freshman nursing students in a community college. Learning style was derived from the personality types of students in the sample as identified by the Myers-Briggs Type Indicator. Behavioral manifestations of learning style were monitored using self report instruments. The pretest was an alternate form of the course final examination (the posttest).

There were no significant differences in the mean achievement of the experimental and control group as total groups and when compared according to certain demographic variables. The overriding conclusion of this study is that knowledge of their learning style by nursing students made no difference in their achievement in a nursing course. The study points to the need for further exploration of the interaction of knowledge of learning style, its manifestations, and the learning environments available to nursing students.
Notes: Source: Dissertation Abstracts International, Volume: 46-02, Section: A, page: 0380.

Thesis (ED.D.)--RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK, 1984.

School code: 0190.
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