TEACHING STYLES AND LEARNING STYLES: A COMPARATIVE STUDY (NURSING STUDENTS).
Contributors: Columbia University. Teachers College.
Published: 1993
Number of pages: 126
Subjects: Health Sciences, Nursing.; Education, Higher.; Education, Teacher Training.
Description: "In this era when public concern has increased the pressure for educational accountability, legislatures and courts seek to enforce such accountability" (Dunn, Dunn and Price, pg. 419, 1977). Today's teacher, regardless of the age of students or subjects taught, is confronted with diversities of students' needs and potentials and is expected to teach each student equally well. Teachers often egocentrically teach in the way they learn and often believe that the learning style they prefer is the easy or right way to master knowledge. Multitudes of articles can be found in general education literature which address how to identify teaching and learning styles and what to do with this information. Few authors have addressed this issue in nursing education literature.

This study sought to investigate whether teachers in nursing education taught in the same style in which they preferred to learn, the teaching styles used were the same or different than those preferred by nursing students and the relationship between the teacher's teaching style, the learner's learning style and the grade obtained in a nursing course. Instruments developed by Hanson and Silver the "Learning Preference Inventory" and the "Teaching Style Inventory" were used to gather data from students (124 student subjects) and teachers (19 teacher subjects) in two BSN programs located in a large city in the Eastern United States. The instruments were based on Carl Jung's "Theory of Psychological Type" which addressed how people prefer to take in and process information. The instruments are ipsative measures where individuals are asked to make forced choices. With no right or wrong answers, no average or normative scores were computed. The collected data were organized at the nominal level with the calculation of numbers of subjects in each of the four teaching/learning style types. Comparisons were made among the relationships of teaching style, learning style and end of course grades. The Chi square and t test were used to analyze statistical significance (P $<$.05).

Many teachers in the study preferred the same teaching style (eleven of nineteen) while the learners ranged across the four style types (X$\sp2$, P $<$.05; t, P $<$.05). There were also eighteen learners who had no teacher that preferred to teach in their style type. Students whose styles matched with their teachers' did not obtain better grades; however, students whose styles did not match with their teachers' teaching style obtained more grades of C, and the only D grades (P $<$.05).

Much more work is needed in the area of teaching and learning styles especially as related to nursing education.
Notes: Source: Dissertation Abstracts International, Volume: 55-01, Section: B, page: 0079.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1993.

School code: 0055.