EFFECTS OF LEARNING-STYLE KNOWLEDGE ON NURSING MAJORS' ACHIEVEMENT, ANXIETY, ANGER AND CURIOSITY.
Contributors: St. John's University (New York, N.Y.)
Published: 1994
Number of pages: 154
Subjects: Education, Higher.; Health Sciences, Nursing.
Description: This investigation analyzed the effects of individual learning-style information on the science grades, grade-point-averages and levels of anxiety, anger, and curiosity of undergraduate nursing majors. The subjects were students enrolled in first-level required biology courses.

The Experimental sample of 103 students were administered the Learning-Style Inventory (LSI) (Dunn, Dunn, & Price, 1990) to identify individual learning-style strengths. The State-Trait Personality Inventory (STPI) (Spielberger, 1979) determined the levels of anger, anxiety and curiosity while studying science.

Data were analyzed using a two-factor fixed-effects analysis of variance with repeated measures on the second factor. The within factor, Testing Periods, had three levels (first test, pre-test and post-test). The dependent variables of anxiety, curiosity, and anger were assessed for each of three periods.

Significant differences emerged between those subjects who were instructed in their individual learning style and taught how to study by using their particular learning-style strengths as compared with those students instructed to study with conventional study skills applications. Specifically, science achievement scores and overall grade-point-average were significantly higher (.001) and levels of anxiety and anger were significantly lower (.001) and curiosity was increased (.01) among those students who were taught to use their learning style strengths.

The findings indicated the effectiveness of teaching students to study using their learning-style strengths with complementary strategies to increase achievement and reduce anxiety and anger. That knowledge promoted more increased positive attitudes toward the study of science among baccalaureate nursing students.
Notes: Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3426.

Thesis (ED.D.)--ST. JOHN'S UNIVERSITY (NEW YORK), 1994.

School code: 0192.