Does student learning style affect performance on different formats of biomechanics examinations?

Hsieh, ChengTu; Mache, Melissa A.; Knudson, Duane

doi:10.1080/14763141.2011.637128

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…Such acknowledgements are also consistent with self-determination theory (Ten Cate et al, 2011), as their engagement in more practical and career-oriented activities would be presumably underpinned by their motivation to develop their professional identities as future sports scientists or physiotherapists. These student perceptions were consistent with the significant positive associations between student perceptions of relevance of biomechanics to their careers and learning gains (Hsieh & Knudson, 2008;Hsieh, Mache, & Knudson, 2012).…”

Section: Discussionsupporting

confidence: 76%

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Keogh

Gowthorp

McLean

2017

Sports Biomechanics

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This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.

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Section: Discussionsupporting

confidence: 76%

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Keogh

Gowthorp

McLean

2017

Sports Biomechanics

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“…Student learning style preferences (i.e., visual, aural, read/write, kinesthetic) can be measured using the VARK questionnaire (Fleming and Mills, ). Students who are assessed in the same format as their preferred learning style may perform better (Hsieh et al, ). Undergraduate chiropractic students (years 1–3) have previously been reported to have kinesthetic preferences (Whillier et al, ).…”

Section: Discussionmentioning

confidence: 99%

Student performance on practical gross anatomy examinations is not affected by assessment modality

Meyer

Innes

Stomski

et al. 2015

Anatomical Sciences Ed

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Anatomical education is becoming modernized, not only in its teaching and learning, but also in its assessment formats. Traditional "steeplechase" examinations are being replaced with online gross anatomy examinations. The aims of this study were to: (1) determine if online anatomy practical examinations are equivalent to traditional anatomy practical examinations; and (2) to examine if students' perceptions of the online or laboratory testing environments influenced their performance on the examinations. In phase one, 10 third-year students were interviewed to generate perception items to which five anatomy lecturers assigned content validity. In phase two, students' gross anatomical knowledge was assessed by examinations in two modes and their perceptions were examined using the devised survey instrument. Forty-five second-year chiropractic students voluntarily participated in Phase Two. The two randomly allocated groups completed the examinations in a sequential cross-over manner. Student performance on the gross anatomy examination was not different between traditional "steeplechase" (mean ± standard deviation (SD): 69 ± 11%) and online (68 ± 15%) modes. The majority of students (87%) agreed that they felt comfortable using computers for gross anatomy examinations. However, fewer students found it easy to orientate images of cadaver specimens online. The majority of students (85%) agreed that they felt comfortable working with cadavers but there was less agreement on the effect of moving around the laboratory during practical examinations. This data will allow anatomists to confidently implement online assessments without fear of jeopardizing academic rigor or student performance.

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“…Some studies found that students who favoured abstract thinking outperformed those who preferred concrete thinking in the science disciplines (Davies, Rutledge & Davies, 1997), and that reflective students were better in problem solving than active students (Hur & Kim, 2007). Despite this, many more studies disapproved the correlation between learning styles and academic performance (Demirkan & Demirbaş, 2010;Fleming et al, 2011;Gurpinar et al, 2010;Hsieh, Mache, & Knudson, 2012;Wilkinson, Boohan, & Stevenson, 2014). As for the relation between motivation and learning styles, studies have shown that certain styles were positively correlated with L2 motivation, such as visual style (Al-Shehri, 2009) and auditory style (Kim, 2009), while kinesthetic style was found to be negatively correlated with L2 motivation (Kim & Kim, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Relationships among Motivation, Learning Styles and English Proficiency in EFL Music Students

Dai¹,

Wu²,

Dai³

2015

IJEL

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This paper reports a study on the relationships among motivation, learning styles and English proficiency in a Chinese context. 308 students who studied English as a foreign language (EFL) were sampled from seven departments in Xinghai Conservatory of Music. Quantitative data were collected through an on-line survey to address three questions: 1) Do music students have a particular learning style preference? 2) What are the relationships among motivation, learning styles and English proficiency? 3) How could EFL teachers better accommodate students' motivation and learning styles to improve their English proficiency? Nonparametric Kruskal-Wallis tests showed that music students varied a lot in their preferences of learning styles, thus problematising the practice of using one learning style to gloss over the preferences of music students. Correlation analyses demonstrated that a) motivation and English proficiency was moderately correlated; b) none of the learning styles was correlated with English proficiency, except that active students performed slightly worse in the final exam; c) students who favoured the visual style were found to be less motivated. In light of these findings, we discuss the methods of grouping students and revamping EFL course content from English for General Purposes to English for Specific Purposes for music students.

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Does student learning style affect performance on different formats of biomechanics examinations?

Cited by 11 publications

References 28 publications

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: a qualitative study

Student performance on practical gross anatomy examinations is not affected by assessment modality

The Relationships among Motivation, Learning Styles and English Proficiency in EFL Music Students

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