Learning styles and intelligence types versus academic performance of nursing students of the University of Zambia
Bibliographic record
Abstract
Background: Learning styles are inherent personal attributes that determine the preferred teaching and learning method(s) for individual while an intelligence type is an individual’s levels of aptitude in various content areas as there is no one individual who is universally intelligent. An understanding of the two concepts is essential for designing suitable teaching approaches.Methods: This was a descriptive correlation study which explored the relationship between two variables; learning styles and intelligence types and academic performance of nursing students enrolled in the conventional nursing program at the University of Zambia. Data on learning styles was collected using the Visual, Auditory, Reading/Writing and Kinesthetic (VARK) questionnaire version 7.8 as proposed by Neil Fleming while Gardner’s questionnaire for assessing multiple intelligences was used to collect data on the students’ intelligence types. Results for the end of 2015/2016 academic year were used to determine academic performance.Results: Almost two thirds 64 (65.4%) of the participants’ academic performance was at credit level, 32 (32.7%) were at pass while only 2 (2%) were meritorious students. Participants had wide-ranging learning styles from unimodal, to bimodal and tri modal styles, although the majority were unimodal learners 81 (82.6%). Among the unimodal learners, majority 35 (35.5%) were kinaesthetic. On the other hand, 37 (37.8%) had logical mathematical intelligence, followed by bodily-Kinaesthetic 27 (27.6%). Both learning styles and intelligence types showed negative correlation and no significant association with academic performance. The Pearson r correlation and level of significance between learning styles and academic performance was -.092 and 0.372 respectively, while that for intelligence types and academic performance were -.027 and 0.790. Of the three demographic variables of age, gender and year of study, only age showed a positive correlation and significant association with academic performance (p = .002, and r = .144).Conclusions: The negative correlation between learning styles and intelligence types and academic performance may be an indication that the teaching methods utilized for nursing students are varied and therefore capable of promoting learning across different styles and intelligence types without necessarily favouring a specific style or type or that there is simply no association between learning styles and intelligence types and academic performance.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".