Journal of Korean Academy of Fundamentals of Nursing (기본간호학회지)

Korean Academy of Fundamentals of Nursing (기본간호학회)
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Academic Achievement, Self-directed Learning, and Critical Thinking Disposition According to Learning Styles of Nursing Students

일 대학 간호대학생의 학습유형에 따른 학업성취도, 자기주도적 학습능력 및 비판적 사고성향

  • Yang, Sun-Hee (Red Cross College of Nursing, Chung-Ang University) ;
  • Ha, Eun-Ho (Red Cross College of Nursing, Chung-Ang University) ;
  • Lee, Og-Cheol (Red Cross College of Nursing, Chung-Ang University) ;
  • Sim, In-Ok (Red Cross College of Nursing, Chung-Ang University) ;
  • Park, Young-Mi (Red Cross College of Nursing, Chung-Ang University) ;
  • Nam, Hyun-A (Red Cross College of Nursing, Chung-Ang University) ;
  • Kim, Jeong-Sook (Department of Nursing, Suwon Women's College)
  • 양선희 (중앙대학교 적십자간호대학) ;
  • 하은호 (중앙대학교 적십자간호대학) ;
  • 이옥철 (중앙대학교 적십자간호대학) ;
  • 심인옥 (중앙대학교 적십자간호대학) ;
  • 박영미 (중앙대학교 적십자간호대학) ;
  • 남현아 (중앙대학교 적십자간호대학) ;
  • 김정숙 (수원여자대학)
  • Received : 2012.07.14
  • Accepted : 2012.08.22
  • Published : 2012.08.31
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Abstract

Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using ${\chi}^2$ test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). Conclusion: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.

Keywords

References

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