Chapter 4: This chapter presents the research findings starting with sample realization, demographic data, teaching strategies used at postgraduate nursing programme, methods that
5.4 Views about Teaching Methodologies used at Postgraduate Level
5.5.2 Kolb’s Learning Styles
Findings revealed that (85.5%) of the participants strongly agreed/agreed that they were assimilator abstractors as opposed to (8.1%) who strongly disagreed /disagreed. These participants learn better when information is presented in a logical manner. This is in line with the study by Kolb (2005) who stated that the assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. About (85.5%) of the
138 participants strongly agreed/agreed that they were concrete reflective learners as opposed to 14.6% of the participants who strongly disagreed/disagreed with this type of learning. These participants understood better when course material related to experience.
This is consistent with a study conducted by Kolb (2005) who indicated that these people are able to look at things from different perspectives. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. Findings in this study further showed that the majority of the participants (87.1%) strongly agreed/agreed that they were abstract and reflective learners as opposed to (6.5%) who strongly disagreed/disagreed with this view. These participants learned better if they were given time to reflect on their experience
This is congruent with a study conducted by Kolb (2005) who indicated that these people use other people's analysis, preferring to take a practical, experiential approach. Kolb further stated that they are attracted to new challenges and experiences, and to carrying out plans. About 92% of the participants strongly agreed/agreed that they were concrete active as opposed to 8.1%
who strongly disagreed/disagreed with this. These participants preferred the opportunity to work actively on well-defined tasks through trial and error in an environment like a clinical skills laboratory. This study further revealed that 96.8% of the participants strongly agreed/agreed that they prefer the teacher to provide guidance during their practice in a safe environment as opposed to 3.2% who were neutral. This was supported by a study by Kolb (1984) cited in Chapman (2010) who stated that learners with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues.
139 5.5.3 Logical, Social, Systems Person
The study findings revealed that 96.8% of the participants learn better by comparing the past with new experience compared with 3.2% who strongly disagreed/disagreed. This is supported by the study conducted by Stilborne (1996) who stated that every adult learner has a lifetime collection of previous knowledge and experience. When learning something new, most adults need to see how it fits in with (or is different from) what they already know.
About 98.4% of the participants strongly agreed/agreed that they needed immediate feedback concerning their progress compared with 1.6% who strongly disagreed/disagreed. This is supported by the study conducted by Hill (2007) who identified that “feedback plays an important role in helping learners move round the cycle.” Hill further stated that “feedback supports the process of reflection and the consideration of a new or more in-depth theory.
Through a process of negotiation, feedback can also help the learner plan productively for the next learning experience”. This study further showed that 85.5% of the participants learn theories and concepts better if they are presented in a logical manner compared with 11.3% who strongly disagreed/disagreed. This is congruent with the study conducted by New Education Nation (2011) which indicated that when it comes to understanding and remembering new information, the learner feels most comfortable when using logic, reasoning, and systematic thinking.
The findings of this study revealed that the majority of the participants (70.9%) strongly agreed/agreed that they prefer to be with a team instead of studying alone compared with 29.0%
who strongly disagreed/disagreed. This is in line with the study conducted by Brown and Zoghi (2009) who contend that social learners may be able to solve complex problems quickly or may
140 put things together in a novel ay once they have „grasped the picture‟, but they may have difficulty explaining how they did this. Further findings revealed that 95.2% of the participants prefer a lecturer who uses participatory techniques such as case studies, and problem-solving groups in order to apply learning to current problems as opposed to 1.6% who strongly disagreed/disagreed.
This is congruent with the study conducted by Bongartz, Musyoki, Milligan and Ashley (2005) who stated that there should be adaptation work, climate change, without knowledge gaps, issues around the type and quality of participation, and the need for policies and institutions that support. The results further showed that 91.1% of the participants prefer a lecturer who draws on students‟ knowledge and experiences to provide opportunities for dialogue among students compared with 6.5% who strongly disagreed/disagreed.
This is in line with the study conducted by Perkins (2007) who stated that the creation of meaningful learning experiences should be equally accessible to all students, regardless of wide differences in culture, information processing, learning styles, and individual strengths and challenges. Furthermore, Salomon and Perkins (1998) refer to the great deal of practice in varying circumstances. This involves purposeful cognitive understanding, and application of strategies that cut across disciplines.
In this study findings revealed that the majority of participants (79%) strongly agreed/agreed that they learn better if they are given a global picture first and then later break that into smaller parts as opposed to 14.6% who strongly disagreed/disagreed. This is congruent
141 with the study conducted by Fleming (2011) who stated that a holistic (big picture) person likes to begin with a big idea or concept, then go on to study and understand the parts.