LEARNING STYLE PREFERENCES AND THEIR CORRELATION WITH ACADEMIC PERFORMANCE: A COMPARISON BETWEEN MEDICAL STUDENTS WITH AND WITHOUT AN INDICATION OF DEVELOPMENTAL DYSLEXIA

Pambudi, Wiyarni and Agustin, Rita and Misilawaty, Pute Ayu and Gotri, Anak Agung Ayu and K, Theresia Fitriyana Dwi and Dewi, Kristiantini LEARNING STYLE PREFERENCES AND THEIR CORRELATION WITH ACADEMIC PERFORMANCE: A COMPARISON BETWEEN MEDICAL STUDENTS WITH AND WITHOUT AN INDICATION OF DEVELOPMENTAL DYSLEXIA. LEARNING STYLE PREFERENCES AND THEIR CORRELATION WITH ACADEMIC PERFORMANCE: A COMPARISON BETWEEN MEDICAL STUDENTS WITH AND WITHOUT AN INDICATION OF DEVELOPMENTAL DYSLEXIA.

Text buktipenelitian_10408005_5A165105.pdf Download (204kB)

Abstract

Background: Developmental dyslexia affects people to varying degrees, meaning that individuals may be strong in some areas while weak in others. Educational researcher postulated that the way medical students accumulating knowledge is different from the general population. This is why it is important to considerate how the dyslexic students learn in order to facilitate them in medical faculty. Methods: This was a cross-sectional study comparing learning style preferences and their correlation with academic performance in medical students with and without an indication of developmental dyslexia – using the screening risk questionaire. The term ‘learning style’ refers to Fleming and Mils, classified as visual, auditory, and kinesthetic. The subject of this study were undergraduated medical students of Tarumanagara University. Results: A number of 789 medical students were questioned in order to determine their learning stlye, scoring for indication of dyslexia, and their academic performance. A hundred and twenty five (15.8 %) of the students that participated at this study were making a high score for indication of developmental dyslexia (cut off = mean + 1 SD), among them 33 (13.8%) were male and 92 (16.8%) female (p = 0.036). We determined that 5.7% of the students prefer to learn using visual learning style, 4.3% auditory, 5.6% kinesthetic, 32.7% prefer using two learning styles, while the rest of 54.5% prefer three learning styles. The preference of learning style did not differ between student with and without an indication of dyslexia (p=0.311, PR=1.05). According to the faculty datas, we found that students with an indication of developmental dyslexia were having statistically significant problems to achieve the best academic performance: 54.9% failed to pass exams on schedule (p=0.000, PR 1.51), 40.5% got GPA <3.00 (p=0.001, PR 1.26), 65.4% could not finish their final thesis on time (p=0.026, PR 2.87). Almost all of them (96.4%) also commited having difficulty in understanding scientific paper (p=0.060, PR 1.21). But dyslexic students with preference of multisensoric learning style were found to be at an advantage to reach a higher mean score of GPA (p=0.047, PR 1.11). Conclusions: Overall, the evidence suggests that medical students with an indication of developmental dyslexia are harder to adapt to medical school and under-perform in their academic exams. However, knowing that many studies have documented the correlation of learning style and academic success for medical students, it will help if the faculty develop appropriate learning approaches and explore opportunities to educational experience more productive.

Item Type:	Article
Subjects:	Penelitian > Fakultas Kedokteran
Divisions:	Fakultas Kedokteran > Kedokteran
Depositing User:	Puskom untar untar
Date Deposited:	29 Dec 2020 08:46
Last Modified:	29 Dec 2020 08:46
URI:	http://repository.untar.ac.id/id/eprint/13963

Actions (login required)

View Item