期刊名称：International Journal of Basic & Applied Physiology
印刷版ISSN：2320-172X
出版年度：2013
期号：1
页码：88-93
语种：English
出版社：Society of Basic & Applied Physiology
摘要：Background: Learning style in students can vary by preferences of various modalities as visual (learning from graphs, charts, and flow diagrams), auditory (learning from speech), read-write (learning from reading and writing), and kinesthetic (learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. The purpose of the study is to find if gender differences in learning style preferences is present among undergraduate students. Method: We administered the VARK questionnaire to 100 undergraduate students (50 males and 50 females). Result: The responses were assessed for gender difference in learning style preference. 54% of females and only 18 % of males preferred a single mode of information presentation. Among students preferring unimodal way of presentation the female students 30% preferred auditory mode, 2 % visual, 10% preferred printed words and 12 % preferred kinesthetic mode. In contrast, male students were evenly distributed in preference, with 8% of the students preferring auditory or kinesthetic mode each and 2% preferred reading mode.46 % of female and 82 % of male preferred multiple modes. Conclusion: To conclude majority of males preferred multiple modes of information presentation. Male students may adjust to the different teaching styles .In contrast; the majority of female students preferred a single mode of information presentation. Although female learners can use all of the sensory modes in learning, one mode is dominant and preferred. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.. Key Words: Learning styles, VARK, gender, medical education.
