As a result, the characteristics of first-year undergraduate studies at higher education institutions are both. These courses are usually taught during the first year or two of a student's academic career. This chapter provides an overview of the current status of students at higher education institutions.
These guidelines form the basis of the development of the assessment techniques used in the current research. While some of the research conducted so far has investigated the relationship between different teaching methods and learning styles, The next chapter describes the methods used to determine the learning profiles of Anatomy students.
The purpose of the research was to gain a deeper understanding of students' learning styles and to explore the impact of different teaching and assessment methods on student success rates. Because the VARK is a registered learning styles questionnaire, permission was sought and obtained from the creator of the VARK learning styles questionnaire, Neil Fleming. The teaching and assessment interventions affected a small component of the anatomy 1 curriculum and were not predicted to disadvantage students.
I made a further explanation of the organ in question and the students understood and were satisfied.
Profile the learning styles of the first year anatomy students In order to determine the learning styles of the individual students, each student In order to determine the learning styles of the individual students, each student
If any student(s) desired a repeat of the sections (bodies), this was done to ensure that no student was disadvantaged for the purpose of the study. The VARK questionnaire consists of 16 multiple-choice questions based on real-life experiences rather than hypothetical situations (Slater, et al., 2007). Four of the sixteen questions have three options, while the remaining questions have four options for you to choose from.
The first situation is encouraged in questions that refer to situations outside the learner's field of experience (Fleming & Mills, 1992). When the online version of the questionnaire was submitted, it was almost immediately returned with the student's learning profile reflected as four scores—one for each modality. The online version of the VARK questionnaire was pilot tested with a class of first-year anatomy students who were not part of the study.
The researcher secured four staff computers in the department of Basic Medical Sciences from which the VARK website was accessed. The students were given guidelines for completing the questionnaire and were then left to complete the VARK questionnaire privately. The students then submitted the online version and received a response from the website which was printed and examined by the student.
Students in the pilot group indicated that the learning preferences identified by the VARK website were a true reflection of how they prefer to work with information. The researcher then uploaded each student's responses individually to the online version of the questionnaire on the VARK website. Uploading each student's responses to the online version of the questionnaire had to be done with extreme care as the order of the questions changed each time the online questionnaire was accessed.
The electronic score was immediately copied and pasted onto a Participant Verification Form (included as Appendix F) which was then attached to the student's copy of the questionnaire. The VARK profiles were explained to the students and they were each asked to complete the VARK verification form attached to each of their result sheets. The verification page asked for the student's name, age, and gender, and a place for the student to indicate whether or not they agreed with the result obtained from the VARK questionnaire.
Explore students learning outcomes using matched and unmatched teaching and assessment methods unmatched teaching and assessment methods
The third teaching method used was a combination of the auditory, visual and read/write sensory modes. All teaching and assessment was carried out by the researcher who taught the course. Students were then assessed to determine the level of understanding of the lesson using the read/write mode.
The blood supply in the abdomen was explained using the wipe function in custom animation. The surface anatomy of each part of the abdomen was added to the diagram by the student. One was to explain the parts and surface anatomy of the stomach and the other.
From the results obtained in the first part of the research, it was evident that most of the students in the class were multimodal students, so this test describes the relationship between the student's learning preference and the teaching and assessment method used. In the next chapter, the results of the VARK questionnaire will be presented in graph form and the results from the tests after each of the three teaching and assessment methods used will be presented and analyzed.
The results of the VARK questionnaire were analyzed for gender differences among the first-year anatomy students who participated in the study. The percentage of students (by learning style) who passed in each of the three teaching and assessment methods is shown in Figure 9 below. Eight (57%) of the students in the unmatched category passed the assessment, while six (43%) of the eight students in the unmatched category failed.
17 (65%) of the 26 students in the mismatched category passed the assessment while 9 (35%) of the 26 students in the mismatched category failed the assessment. That is, there is no significant relationship between the performance of the students and the appropriate teaching and assessment method. The next chapter will contain the discussion of the results and conclusions obtained from the research.
The purpose of this study was to explore the learning styles of first-year anatomy students and assess gender differences in learning style preferences among the students. A further purpose of the study was to examine the effect of matching students' learning preferences with teaching and assessment on student performance in the course. None of the research I consulted actually looked at the teaching and learning process from the teacher's point of view.
The implications of the research literature on learning styles for the design of teaching materials.
