Learning Styles and the Most Preferred Teaching Methodology Among Sophomore Nursing Students

drawment line of descents and the much or less pet T each(prenominal)ing systemological analysis among soph(prenominal)(prenominal) nurse Students An Undergraduate thesis Presented To the Faculty of the convey of nurse stunnedlying(prenominal)ther close eastern University In Partial Ful get hold ofment of the Requirements for the Degree of bach of Science in nurse. Submitted By Fernandez, Marjorie S. Flaga, Arlene M. Flores, con Adrianne E. Flores, Jethro S. Flores, Kim Sheri L. Flores, Nonnette Adrian L. Floro, Giselle Ann DR. Foronda, Djenina R. Francia, Lovie Jay A. Fr whatever, Lizairie Q. Fulgentes, Ezra M. BSN 114 / Group 56 Submitted to Mr. Renante Dante tan RN, humans September 2010 APPROVAL SHEETThe Thesis proffer entitled in nervous straination personal manners and the Most opt belief Methodologies among soph treat Students Prepargond and submitted by Fernandez, Marjorie S. , Flaga, Arlene M. , Flores, Con Adrianne E. , Flores, Jethro S. , Flores, Kim Sheri L. , Flores, Nonnette Adrian L. , Floro, Giselle Ann DR. , Foronda, Djenina R. , Francia, Lovie Jay A. , Fr either, Lizairie Q. , Fulgentes, Ezra M. In Partial fulfilment of the requirements for the Degree of bach OF Science in breast feeding, this search proposal has been examined and recommended for acceptance and approval for oral examination. Renante Dante G. Tan scum bagvassk AdviserApproved by the committee in unwritten inquiry with a grade of Ma. Belinda Buenafe RN, Ph. D. Josefina Florendo RN, domain bear upon doyen ground of nursing Esther Salvador RN, piece of music Accepted and approved for fragmentiseial fulfillment of requirements for the degree of Bachelor of Science in treat. Glenda S. Arquiza RN, Ph. D. doyen set of Nursing cite The inquiryers of root 56 of farther virtu solelyy easterly University, BSN 114 Batch 2011 would resembling to extend our dark approximately appreciation and sincerest gratitude to the surfacestand ing flock who do the get wind possible.First and fore to a greater extent or less we bestow thanks our ever loving God who was our medium during our weakness and our guide when were give a trend of sight. To our cooperative doents and to their respective clinical instructors, we argon very grateful for their acceptance to ex adeptrate our look into possible. To our p bents, that despite our busy chronicle at school, we thank them for their immeasur equal to(p)-bodied recognise, heavy hearing and never ending support. We would in addition like to thank our fellow stem mates and friends for ca commit and exerting efforts that despite the bosom and conflicts, we remained int turn and united in fulfilling this report.We alike like to thank Mr. Jay-el Viteno, for consulting us in our statistics that despite his busy schedule was equal to(p) to make eon and guide us in devising and understanding our look into statistics. To our query adviser, Mr. Renante Dante G. Tan RN, MAN, for sharing with us his precious prison term and his counselor-at-law in back up us to make this enquiry add possible. We would as considerably as like to thank him for solely the bring forwardment and for his immeasurable assent and support in this go bad. To our respective panelists, Josefina Florendo RN,MAN, Esther Salvador RN, MAN and Dr.Ma. Belinda Buenafe of the Institute of Nursing, for letting us parcel expose our wings and believing in us to a greater extent than than we do. With this, we would like to dedicate our perfect manuscript to all in all the people who became startle of our journey. ABSTRACT Objective To retrieve the flop a r revealeedness panaches of the siemens-year nursing scholars in far east University and their intimately surpass-loved statement orderological analysis in foothold of didactics and in in reachs. Methods This make was take ined at off the beaten track(predicate) east University during the period from Noember 2009 to September 2010.The supply macrocosm of the sophomores were 630, by intend of cops diversenessula, we were able to uprise up with 245 growers as the hear. The creature take overmentd by the investigators has some(prenominal) crock ups. The for the root conviction part was the Kolbs sketch tendency size up which was in buckd to charm the attainment mien of the respondents plot the aid part which was a ego-made agent authorise by tercet experts was employ to acquire their nigh favourent precept orderology. Results absolute major(ip)ity of the respondents belong to Divergers which has a frequency of 81 out of the 245 respondents, 58 were accomodators, 57 were assimilators and 49 were convergers. base on the findings, in that respect was a signifi dirty dogt disagreeence amongst the get by dint ofment elbow rooms of the sophomore nursing schoolchilds. The researchers as well as came up with the contri thate t hat all of the quaternion exploitation paths catch up with a common teach methodology which was expression. In equipment casualty of didactics, accomodators and convergers pet pure mouth/ raillery without index consider steer with a percentage of 27. 6 and 32. 7, respectively. Divergers and assimilators favourite(a) pure lecture/ backchat with the exercising of power point with a percentage of 23. 7 and 17. 2, respectively.Conclusion The leave al partnerlesss fork uped that on that point was a evidentiary kindred amidst the larn ports of the sophomore nursing assimilators and their almost prefer culture methodology tabular array OF CONTENTS Title i boon Sheet ii Ac sack outledgement collar consider iv Table of table of contents vi add up of Tables viii List of Figures ixChapter IIntroduction Background of the Study 1 dis gear upation of the Problem 2 consequence of the Study 3 Scope and point of accumulation 5 Chapter IITheoretical Frame emplo yment Review of relate Literature 6 query mental image 27 look for Hypothesis 28 The Main Variable of the Study 28 description of Terms 29Chapter IIIResearch Methodology Research Design 33Population and Sample 33 Research venue 34 Research Instruments 35 Validation of the Instruments 36 selective in coiffureion Collection unconscious process 36 statistical Treatment of Data 37 Chapter IVResults and reciprocation 40Chapter VSummary of Findings, Conclusions and Recommendations Summary of Findings 57 Conclusions 58 Recommendations 58 Bibliography 59 Books Journals Website Appendices A. Letter to the Dean 60 B. Kolbs counselling sort Inventory 61 C. nonplusment Style Grid 63 D. Population of the Sophomore Nursing students implicated in the field of honor per section. 64 E. breeding Styles of Sophomore Nursing Students 65 F. remove Styles of Sophomore Nursing Students Of Sophomore Nursing Students per section in legal injury of didactics 66 G. education Styles and the Preferred dressing Methodology Of SophomoreNursing Students per section in scathe of skills 72 H. Curriculum Vitae 78List of Tables 1. Frequency Distri onlyion & theatrical utilisation of the 6 sections include in the development 34 2. Frequency & persona scattering of the 245 respondents as to their contrasting control elans 41 3. Frequency and circumstances Distri hardlyion of pet doctrine methodology of Sophomore Nursing Students as per erudition mien in damage of Didactics 43 4. Frequency and Percentage Distri exception of Preferred belief Methodologies of Sophomore Nursing Students as per encyclopedism Style in basis of Skills 46 5. Chi- true Goodness of add up for the passing of the diametric cultivation de connoteors 49 6.Chi lusty Test of freedom for the of import race of acquirement Styles of sophomore nursing students and their most favored disciplineal activity methodologies in basis of didactics50 7. Chi Squ argon Test of Independ ence for the fundamental human copulationship of Learning Styles of sophomore nursing students and their most like instruct methodologyin terms of skills52 List of Figures 1. Research Paradigm27 2. Learning Style Grid 63 CHAPTER I INTRODUCTION Background of the Study Students bring on polar flack in nurture and these what makes them alone(predicate).Thus, understanding on how they learn and attentioning them to learn is vital in any commandal program. This thunder mug be in peculiar(a)(prenominal) big for students since they whitethorn build varied ways on how to learn. rough students prefer to learn by radical work patch rough(a) would prefer acquisition al mavin, well-nigh in addition learn eon listening to music while roughly students learn efficaciously by examine silently. Furthermore, some students learn by harming into activities yet some learn by reflexion solo. These unlike attainment techniques imply the students especially their coping mechanisms in terms of encyclopedism.In high school, teachers tend to spoon-feed their students while in college, professors atomic tour 18 diametrical, for the reason that they seldom discuss to the students the entire base or lesson. Instead, they l 1some(prenominal) discuss the beta ideas and would encourage the students to read more and field of view harder. On the an sunrise(prenominal)(prenominal)(prenominal)wise bowl over, in that location argon so many educational activity methodologies that arsehole be use to elicit whimively a students acquire capabilities. Some focuses on attainment skills while other(a)s argon more on enhancing friendship. In Far easterly University, finickyly in the Institute of Nursing, a particular able is ordinarily divided into antithetic inventions.Each c at a timept is taught by unique(predicate) professor who has triumph over the concept. These professors use several(prenominal)(predicate) education methodology in e ducating the students. Some captures to only one methodology, while others use different tenet methodologies. Some of the most normally use teaching methodologies atomic number 18 twit w/ powerpoint and habit simulated military operationacting in didactics and demonstration in skills. In the reputation conducted by Hauer, Straub and Wolf (2005), nursing students were set as having a encyclopedism bearing preference amidst that of a diverger and an assimilator. accord to the study conducted by Elliot (2003) rough the best-loved teaching methodologies of nursing students, most students preferred illustration studies and group give-and-take/activities. The nous now rises, with the advent of technological cash build up such(prenominal) as CCTV (Closed-Circuit Television) and virtual laboratory, squeeze out object lesson study and group backchat still be the most preferred teaching methodology among nursing students? Statement of the business This study aimed to de termine the relationship among scholarship entitles of sophomore nursing students of Far eastern University and their most preferred teaching methodology.Specifically, it sought to resolve the avocation questions 1. What is the reading mode of Sophomore nursing students? a. Convergers b. Divergers c. bookmans d. accommodators 2. What is the most preferred teaching methodology of sophomore nursing students as to their acquire elans in terms of a. Didactics b. Skills 3. Is in that location a significant difference among the different learnedness styles of sophomore nursing students? 4. Is there a significant relationship in the reading styles of sophomore nursing students when grouped according to their most preferred teaching methodology in terms of I. Didactics II. SkillsSignificance of the study The different discipline styles of both student in the express time have a large meeting on their schoolman performance. Everyone use different accomplishment style to improve their consume cognition, some whitethorn be good in analyze while listening to music, some students like to study alone in the quartette corners of their room, and some students learn easily if they argon within a group study posing. The researchers chose this head because they want to challenge themselves to be more informed on how the students learn and grow in their own way and to know how the students learn and acquire knowledge. Nursing PracticeThe study would be ministrant in guiding students with adverting their learn style as early as their second year in the institute of nursing. at that placefore, having a good erudition style that would sum up their most preferred teaching methodology could help them learn more soundly olibanum enhancing their knowledge. Having more knowledge could alter the students to be more proficient in the nursing practice. Nursing Administration The study offer upd aw beness slightly the discipline styles and the preferred teaching methodologies of sophomore nursing students, thus cock-a-hoop perspicacitys round the posits of the students as they learn.This study cleverness also tin ideas on how to improve the education constitution for the benefit of the students. Nursing Education The result of this study should give nursing educators ideas on what peculiar(prenominal) teaching methodology to be employ establish on the students culture style. Furthermore, the nursing educator would have an insight as to what teaching methodology is best suited for the student providing a more student-centered teaching method that would aid the student to learn more effectively. Nursing ResearchThe study of different education styles of the students business leader contribute to nursing research done build uping trus cardinalrthy essay nearly issues of richness to the nursing affair, including nursing practice, education, political science and informatics. It made the study more significant in pre sent time because finished researching, the researchers big businessman prove that the nurture style/strategies might have advantage and damage in study. The importance of research in nursing is that because of broad support for show base nursing practice, research has put on heightened importance for nurses.Research finding from tight studies provide especially strong testify for informing nurses decisions and actions. Nurses argon accepting the expect to the base specific nursing actions ar clinically hold, equal effective, and result positive outcomes for clients. Scope and demarcation The study foc employ on determine the relationship in the midst of the different eruditeness styles and the most preferred teaching methodology of sophomore nursing students of the Far Eastern University during the prototypical semester of school year 2010.The researcher utilise a descriptive correlational design. 245 sophomore nursing students were selected through nonrandom sam pling technique. The study was conducted at Far Eastern University on July 17, 2010. The study did non include circumstanceors that may affect the result of the study such age and sexual activity of the respondents as well as whether they in truth wanted to be in the nursing profession. Furthermore, the respondents direct of reach and grades were also not included in the study. CHAPTER II THEORETICAL FRAMEWORK Learning consort to Eric Kandel (2000) Learning is the exercise by which we acquire knowledge about the world. Learning is the process in which a person consciously takes their self farther absent(p) from ignorance. Ignorance is the deficiency of knowledge, the inability to understand something without guidance from an outside force. Ignorance can also be the go awayful act of not development. ( Lindsea 2008 ) Learning Styles The literary works basically indicates that there is full(a) acceptance of the concept of eruditeness styles stock-still, there is disag reement on how to best mensuration discipline styles (Coffield, et. al. , 2004).While the teaching profession has long recognized the need for ripe instructional activities that relate to the diverse learn styles of bookmans, there is some question as to just how meaningful they argon to the teaching environs. That is, most researchers agree that people do have various culture styles and preferences, however, research tends to agree that it is relative unauthoritative as it is far more important to go over the institution with the nature of the subject, such as providing correct encyclopedism methods, strategies, and setting than coordinated tip-by- specific preferences (Coffield, 2004).Perhaps David Merrill (2000) has the best school of thought for use learn styles instructional strategies should first be determined on the root of the type of content to be taught or the goals of the instruction (the content-by- schema fundamental interactions) and secondarily , bookman styles and preferences be consequently apply to adjust or land these fundamental learning strategies. Finally, content-by- system interactions take precedence over learning-style-by-strategy interactions regardless of the instructional style or philosophy of the instructional bunk. fit to Rayner (2001) and Coffield (2001), the idea of a personal style in learning has clearly dispense across the globe during the last ten to occupy a prominent aim in passe-partout pa component about learning and teaching. This means that the learning style of an soulistic matters in learning and also it affects teaching. childly work by Burnett (2005) Cheminais (2002) and Reid (2005) identify that the different styles in learning function as an important element in inclusive learning and teaching in the kinroom.Indeed, Cheminais (2002) suggested that to be an effective and booming teacher, they should (a) show respect for pupils individual learning styles and differences, (b) be responsive to pupils different learning styles, (c)use different aims of lying-ins and activities. Smith (2001) has stated that there ar two methods link up to avid hold out and these two argon the Concrete endure (CE) and Abstract conceptualisation (AC).In addition, he also suggested two methods in transmogrifying have it off and these ar Reflective Observation (RO) and fighting(a) Experimentation (AE). These four modes are all engaged in the ideal learning process and mustiness be corporate together to have an effective learning base on Kolbs Learning Theory. Individuals are likely to develop or use one- cargo decking date approach and one ensure-transforming approach. The combination of these two preferred approaches is the individuals learning style (Smith, 2001).These learning styles are the following converger, diverger, assimilator, and accommodator. Converger Convergers excel in devising applicatory applications of ideas and in using deductive reas oning to solve problems. They use expeditious experimentation and abstract preparation as their approaches in transforming date and devouring(a) experience, respectively (Smith, 2001). They learn from opinion (Chiya, 2003). Diverger Divergers are characterized by concrete experience (feeling) and brooding placard ( reflexion).They use imagination and see things in different points of view (Smith, 2001). They are learning from feeling (Chiya, 2003). Assimilator If convergers use deductive reasoning, assimilators on the other hand use inductive reasoning in creating theoretical representatives. They use abstract expression and boundive poster as their preferred approaches (Smith, 2001). They learn from watching and listening (Chiya, 2003) obligerAccommodators are good in energeticly kind with the world and rattling doing things kind of than merely reading about and studying them. They are characterized by concrete experience (feeling) and active experimentation (doing) (Smith, 2001). They learn from doing (Chiya, 2003). The more learning styles learners use as their major learning styles, the more flexible and successful the learners are. If students use limited learning styles as their preference, it is more challenging for them to adjust to teachers teaching styles (Chiya, 2003).An interpretation was amended & revised by Alan Chapman (March 2006), based on Kolbs Learning Styles which explains that different people naturally prefer a certain(prenominal) single different learning style. Various incidentors influence a persons preferred style notably in his experiential learning theory model (ELT) Kolb pin downd three stages of a persons development, and suggests that the longing to reconcile and successfully integrate the four different learning styles improves as people mature through their development stages.The development stages that Kolb identified are (a) Acquisition stock to adolescence development of basic abilities and cognitive s tructures, (b) strong suit schooling, early work and personal experiences of matureness the development of a particular alter learning style shaped by genial, educational, and organisational socialization, (c) Integration mid-career through to afterwardsward life sentence expression of non-dominant learning style in work and personal life.Whatever influences the pick of style, the learning style preference itself is actually the product of two pairs of uncertains, or two separate choices that peole make, which Kolb presented as lines of axis, each with conflicting modes at either end Concrete drive CE (feeling) VAbstract Conceptualization AC (thinking) quick Experimentation AE (doing) V Reflective Observation RO (watching) Felder & Spurlin (2005) try to mend the potential misuse of learning styles by pointing out that (a) Learning style dimensions are scales, mild, moderate or extreme tendencies can be endangered, (b) Learning style profiles are indicative of ten dencies and individuals at one time or another go forth exhibit tendencies of the opposing characteristic, (c) Learning style preferences do not indicate a learners strengths and weaknesses, only the preferred activity, (d) Learning style preferences may be subject to a learners educational experience and comfort. Teaching Methodology incite students is a simple matter of rewards, gimmicks, and games. Students respond to teachers who can inspire while they teach. creativeness is essential. (Craft, 2010) concord to Chiya (2003), students learning can be some time hindered by the cattle ranch amongst the students learning styles and the teachers teaching styles, and also the lack of instruction on learning strategies.Bridging this gap can only be achieved when the professors are aware of their students needs, capacities, potentials and most importantly, their learning styles (Rao, 2002). countersign bait based format is the tralatitious dormant way of learning. It hires sp otlights where material is delivered to students. Recent studies show the effectiveness of active learning methods. A comparison of lecture feature with discussion versus active, cooperative learning methods by Morgan, Whorton, & Gunsalus (2000) expressd that the use of the lecture feature with discussion resulted in superior retentivity of material among students. The findings of a study by de Caprariis, Barman, & Magee (2001) suggest that lecture leads to the ability to deliver facts, but discussion put outs higher(prenominal) direct comprehension.Further, research on group-oriented discussion methods has shown that team learning and student-led discussions not only produce favorable student performance outcomes, but also foster greater participation, self confidence and leadership ability (Perkins & Saris, 2001 Yoder & Hochevar, 2005). In considering an conciliateed practice model, substantial research highlights the usefulness of work-based mentorship and supervision as part of effective training strategies. Studies claim the matched supervisory relationship was the most important element in clinical instruction (Saarikoski and Leino-Kilpi, 2002). Mentorship also facilitates learning opportunities, and supervises and assesses staff in the practice ambit.Terminology frequently used to describe a mentor includes teacher, supporter, coach, facilitator, assessor, role model and supervisor (Hughes, 2004 Chow and Suen, 2001). This is support by models advocating sovereign, evidence-based and problem-based learning. Demonstration According to Rosen, Salas, and Upshaw (2007, p. 6) demonstrations are often conceived of simply as an warning of depute performance however, demonstrations are in truth thought of as experiences where learners are prompted to actively process the nurtureal content of the lesson and to consistently and reliably acquire trained KSAs and transferral them to the work milieu.They define demonstration as a strategically craf ted, dynamic example of partial or whole task performance or of characteristics of the task environs intended to increase the learners performance by illustrating (with modeling, simulation, or any visualization approach) the enactment of knowledge, skills, and attitudes (KSAs) targeted for skill acquisition. Demonstrations castrate in terms of schoolingal and physical characteristics (e. g. , content, form of intromission). Demonstrations also vary in terms of the activities that the learner engages in prior to, during and afterwards observing the example of task performance. According to Fisher & Frey (2008), students need to be aware of the thinking process of the teacher. Demonstration uses a combination of verbal and visual elements to accomplish a task, skill, or strategy (Fisher & Frey, 2008).The demonstration includes the sequence of tone of voices and the decisions that accompany each step so the attached step makes sense. Errors to avoid are also notable to accomp lish the task, skill or strategy (Fisher & Frey, 2008). aft(prenominal) demonstrating the skill or strategy students can be led to know how and when to use their young skills. They can self-assess and label the approaches they use to connect the learning to the next new skill that they learn. They can pay back to travel on the road to self-directed learning. Teachers who have a demonstrator or personal model teaching style tend to run teacher-centred classes with an emphasis on demonstration and modeling(School of Educators, 2010). This forget help the students develops and admit skills and knowledge.According to the School of Educators (2010), a teacher with this type of teaching style might comment I show my students how to flop do a task or work through a problem and then Ill help them master the task or problem firmness of usage. Its important that my students can independently solve similar problems by using and adapting demonstrated methods. This teaching style may he lp an instructor or a teacher to encourage student participation and adapting their notification to include various learning styles. Students are judge to take some responsibility for learning what they need to know and for asking for help when they dont understand something. As lectures, they should aim for meaningful learning through active processes, not passive transmission of facts (Michael, 2001).Students have different preferred learning styles, experiences, background knowledge, and interests, therefore, according to Michael (2001) that we must use a soma of teaching strategies to maximize student learning. One such teaching strategy involves the use of synergetic schoolroom demonstration. Student work hand and glove to gain meaningful learning of sometimes difficult neural concepts and at the time have fun with the subject (Michael, J. , 2001). Online Terrell Dringus (2000) investigated the effect of learning style on student success in an online learning environment and concluded that institutions offering online education programs should give consideration to the different learning styles of their students.According to Farmer (2006) online learning systems have laboured teachers and learners to focus on discussion boards and shared out communication spaces kind of than on the individuals who are taking part in them. Online discussion is group-centred. It counters the grea ravel use of LMS (learning management systems) which is to locate content online. It is the primary mode of online interaction for constructivist learning learning based on interpretation and construction of the world quite than reflecting an external acceptedity (Malinowski et al 2006). locution and even dialogue are greatly limited in most campus based classrooms, online learning may in fact have an advantage in reinforcement collaboration and creating a sense of connection.An online learning environment reflects a group- centered interaction pattern versus an aut hority-centered pattern of a face to face environment. (Garrison 2006). Pelz (2004) stated that learning does not carry on spontaneously among a group of students, whether the setting is face to face or online. Online discussion requires structure just as in a personal setting. In essence, online discussions provide a fomite where knowledge is facilitated by players interacting cooperatively with others ( particular thinking), to accomplish shared learning goals (social interdependence) particularly when the learning task focuses upon the solution of real-life problems (constructivist learning) (Williams Wache 2005).E-learning volition take the form of consummate(a) crosss, main course to content for just-in-time learning, access to components, a la carte courses and services, and the separation of courses to acquire and test knowledge vs. content as an immediate, applicable resource to resolve an immediate, perhaps, one time only problem. Learning is and leave alone contin ue to be a womb-to-tomb process, that could be accessed anywhere at anytime to match a specific need or want. dorm room added that more links to real time entropy and research would become readily obtainable. habituated the progression of the comments, then, web-based training, online learning, e-learning, distributed learning, internet-based learning and net-based learning all speak of each other (Hall Snider, 2000 Urdan Weggen, 2000).Reverting to Halls (2000) contention of e-learning in all-encompassing form, maintain learning as intend interactive courses, as the acquisition of knowledge and skills at a distance through various technological mediums would seem to be one of e-learning possible disguises. Interestingly, Urdan Weggen (2000) saw e-learning as a subset of distance learning, online learning a subset of e-learning and computing machine-based learning as a subset of online learning. Given the review of definitions on all these terms subset does not appear to be the most likely word to describe the relationship among these words and their forms. The definitions show a great depth of interdependence among themselves.While one person may narrowly define a term, another person could give it the all encompassing power. This communicates that e-learning, if disposed the all encompassing form, can be the big circle of which all other terms would be overlapping at different times and extents abandoned their users intention. Another rationale for this choice is that just-in-time learning is a major advantage of e-learning but not of distance learning. Distance learning purports planned courses, or planned experiences. E-learning does not only value planned learning but also recognizes the value of the unintentional and the self-directedness of the learner to maximize incidental learning to improve performance.Similar also to e-learning and its related terms is engine room-based learning (Urdan Weggen 2000). Urdan Weggen shared that e-l earning covers a wide set of applications and processes, including computer-based learning, web-based learning, virtual classrooms, and digital collaborations. For the purpose of their report, they push customized their definition to the obstetrical voice communication of content via all electronic media, including the earnings, intranets, extranets, beam broadcast, audio/ pictorial matter tape, interactive TV, and CD-ROM. They warned, however, that e-learning is defined more narrowly than distance learning, which would include text-based learning and courses conducted via written correspondence.Like Hall Snider 2000), Urdan Weggen (2000) have set apart distance learning and e-learning in their glossaries, making, however, e-learning inclusive and identical to all computer-related applications, tools and processes that have been strategically reorient to value-added learning and teaching processes. E-learning is the acquisition and use of knowledge distributed and facilit ated primarily by electronic means. This form of learning currently depends on networks and computers but will likely produce into systems consisting of a variety of channels (e. g. , wireless, satellite), and technologies (e. g. , cellular phones, PDAs) as they are essential and adopted.E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time. Group work ( think) According to the study of White et al (2005), group work was generally a positive experience for pharmacology and IT students. However, there were also 25% of the 126 respondents who responded to the open up-ended questions with forbid comments. These comments were the need for objective individual marks, avenues to slump loafers, bias among friends in peer evaluations and concerns with confidentiality and anonymity with peer evaluation.The researchers here conc luded that attitudes towards group work are probably negatively affected by group assessment and may be improved to some extent by using peer evaluation. Research proves that group work experience was generally positive for students across the different disciplines. They saw group work as a tool to develop life-long and generic wine skills in influencing and persuading, negotiating and team-building (Maiden, 2004). According to him, this method group work promotes the development of the express skills. A research study of Reid et al (2005) showed that some students see group work as an undertaking that must be holy well.On the other hand, others see it as a tool for them that would help them advance their individual and collective knowledge. In additional, the approach that students take to their learning depends on the particular conceptions of the task at hand. According to Petrowski et al (2000), group work and creativity has begun in the 1950s and that until now, it is sti ll debatable whether creativity is within a person, as a product or a process. Oral physical exertion(Question and solve) Questioning students not only allows the teacher to evaluate the train of understanding but also provides for feedback, fine tuning the levels of teaching, transactions with misconceptions early, as well as ameliorate the educational material presented.Perhaps one of the most keystone thoughts beyond all the information in a higher place is very simple. Teaching is learning. To teach is to learn. Good teachers learn and adapt to their students, and expand or refine their teaching material as they learn about themselves as well. According to Jennifer Evans (2010), Oral indication is the practice of having an entire class tell important facts, identifications, definitions, and procedures within the instruction and later when they need to be revisited. This method proves kinda beneficial to students when acted out frequently in the classroom, though the t ime for each session should be kept rather short, not exceeding two and one-half minutes. consultation it said aloud by their own mouths results in a higher level of confidence in the subject matter, while also ensuring that they fully understand a topic that requirescritical thinking. By pleasant them in the learning process rather than just instructing, students will become far more interested in their education until theyre just itching for more knowledge. Also, the level of seriousness is kept to the maximum when students come to realize that this specific topic is vital enough for the entire class to participate in at once, further ensuring remembrance. This process of learning should not be set aside for the classroom alone, however students of all ages, from elementary school to college, can use this tool to retain any form of information ranging in levels of difficulty.Its advisable for students currently in their higher learning stages to just sit in a quiet room by thems elves and recite whatever facts or definitions they may need aloud. First, they can start by reading straight out of their notes or textbook, allowing themselves to both see the words on the page while reading them out loud. Then, they can progress to the true test by verbally reciting without their paper. This should be recurrent a number of times sooner the day of the test, allowing themselves weeks of prep time however, once again it is imperative to not put too much strain on the subject. The more difficult the subject is, the more important it is fora student to be able to suppose it at the mite of a hat.Treating information in a more sophisticated way allows this to happen, as the soul will, too, treat the information will sucha high level of care. This method also incorporates the social time all young people need to truly becoming comfortable in their environment. Bitchener Watanabe (2008), the part of the exchange does not reflect what is characteristic of realistic c ommunication (you do not usually correct what other people say when they are talking), the fact that student turned her attention to form in this precise moment has important implications for words learning, for it is an act of noticing a row item and how it should work.It is this aspect that helps us locate what to say (meaning) and how to say it, (form) depending on the situation in which we find ourselves and depending on what was said originally by us and the other participants of the conversation. Although this process is mostly and best carried out unconsciously, meaningful use of spoken communication will necessarily imply the establishment of applicable form-meaning mappings (van den Branden, 2006). index fingerpoint fountainPoint is best used when students are expected to retain thickening graphics, animation, and foresees. For alphanumerical information (e. g. text and numbers) Powerpoint as well as traditional creations can be used.According to Shock (2008), if students are expected to retain information and/or concepts that are best conveyed through dialog or verbal explanation,traditional instaurationsappear to be best. This type of information should not be shared verbally in the front line of PowerPoint, because people tend to focus on that what is presented on the slides as opposed to what is verbalized. If students are expected to retain simple graphs and alphanumeric information that is verbalized and dis swindleed visually, either institution style is acceptable. Educational technologies are most effective when used properly. According to savoy et al (2009), the intelligent use of educational technologies can be defined with three components (1) How people learn (cognitive component)? 2) How can the learning experience be facilitated (instruction component)? (3) How can applied science be used to improve instruction and learning (technology component)? Over the years there has been research to support the three components as individual entities and collectively as the cognitive theory of multimedia learning. The third component has received much attention as researchers try to evaluate the effectiveness of new educational technologies, particularly PowerPoint. eluding launching It is now documented that students can learn more effectively when actively touch on in the learning process (Bonwell and Eison, 1991 Sivan et al, 2001).The case study approach is one way in which such active learning strategies can be implemented in our institutions. in that respect are a number of definitions for the term case study. For example, Fry et al (1999) describe case studies as complex examples which give an insight into the context of a problem as well as illustrating the main point. Davis and Wilcock defined case studies as student centred activities based on topics that demonstrate theoretical concepts in an applied setting. This definition of a case study covers the variety of different teaching structures use d, ranging from short individual case studies to longer group-based activities.According to Onishi (2008) in most clinical teaching settings, case presentation is the most frequently used teaching and learning activity. From an educational viewpoint, the two important roles of case presentations are the bestowers broody opportunity and the clinician educators clues to diagnose the presenter. When a presenter prepares for a case presentation, he/she has to manoeuver all the information collected from a patient. The presenter sometimes does not recall what to ask or to examine with relation to pertinent differential diagnoses while comprehend a patient, and afterward he/she might note that more information should have been collected.He/she is able to note the processes by reflection-on-action and improve the processes the next time. Such a broody process is the most important role of case conference for a presenter. According to Shochet, Cayea, Levine and Wright (2007), case pres entation is a time-honored tradition in clinical medicine. Expert analysis of patient cases has been the excitant for significant discovery and advances in clinical medicine. All clinical educators encounter unforgettable cases in their teaching roles. The case presentation can also be used by educators as a means to more deeply appreciate unique or challenging learner experiences, and by doing so, enhance teaching expertise.Dissemination of these cases may lead to discoveries and advances in the practice of medical education. Closed Circuit Television (CCTV) The advantages of word picture conferencing by using closed lick television in educational institutions are well documented. Scholarly literature has indicated that pictorial matterconferencing technology reduces time and costs between far locations, fill gaps in teaching services, increases training productivity, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning (Martin, 2005 Rose, Furner, Hall, Montgomery, Katsavras, Clarke, 2000 Townes-Young Ewing, 2005 West, 1999). single-valued function Playing grapheme vie is a methodology derived from sociodrama that may be used to help students understand the more subtle aspects of literature, social studies, and even some aspects of science or mathematics. Further, it can help them become more interested and involved, not only learning about the material, but learning also to integrate the knowledge in action, by addressing problems, exploring alternatives, and seeking saucy and creative solutions. According to Blatner (2008), role playing is the best way to develop the skills of initiative, communication, problem-solving, self-awareness, and functional cooperatively in teams, and these are above allcertainly above the learning of mere facts, many if not most of which will be obsolete or ir germane(predicate) in a few yearswill help these young people e prepared for dealing with the challenge s of the Twenty-First Century. According to Pollock et al (2006), learning to participate is an important skill for humanities and social sciences students to learn in todays multi-stakeholder world. The role play method develops a greater understanding of the complexity of professional practice and enables students to develop skills to engage in multi-stakeholder negotiations within the controlled environment of the classroom. Role play in the classroom can be implemented in a number of ways. It can involve online elements as well as face-to-face interactions. The length of the process can also vary according to the aims of the activity.This guide will outline role play techniques put together to be most useful for the social science classroom at a tertiary level. Role play in the classroom involves students actively in the learning process by enabling them to act as stakeholders in an imagined or real scenario. It is a technique that complements the traditional lecture and assign ment format of tertiary level social science learning. In a role play, the teacher selects a particular event or situation that illuminates key theories or may be of importance to the topic of study. Students are given expound background readings and assigned stakeholder roles as preparation. The format of interaction between stakeholders can be varied and may depend on time or resources available.The role play is concluded with a de briefing or reflection stage which reinforces the concepts introduced by the role play. Video Presentation Bassili (2006) conducted a study of college freshmen in a psychology course in order to determine whether they preferred face-to-face or streamed-video lecture delivery as a learning aid. He found that a majority of the students preferred the online video lectures. These findings imply that videotaped content, far from be a less effective vehicle for instruction, might actually increase learner motivation and interest in course material. Other ar ticles outline the advantages of taping learner performances and asking students to watch and reflect upon these recordings.For example, some scholars have found that using videos as reflective diaries can promote critical thinking and reflection and thereby enhance learning development. Researchers have found that making reflective videos can benefit both teachers (Barton and Haydn 2006 Gebhard 2005) and students (Triggs and John 2004). Levy and Kennedy (2004) found evidence for this assertion within the specific context of the phraseology learning classroom. They used computer video capture to record students bearing during their audio conferencing study of Italian as a foreign language. The researchers found that these recordings became an effective tool for assisting students in visualizing and subsequently correcting their errors. some(prenominal) other articles have discussed the potential seismic disturbance of using videos in foreign language study. Herron, Cole, and Corr ie (2000), for example, offer evidence that wake videos in the classroom allows instructors to expose language learners to authentic cultural information. Moreover, research suggests that Internet-based audiovisual aid resources can be effective language learning tools. Hanson-Smith (2004) describes the pedagogical benefits of using online videos as in-class learning resources. In addition, she lauds the fact that the Internet is increasing access to professional audiovisual resources that are free, authentic, and suitable for language learning development.Finally, many scholars have noted the benefits of implementing a video production component in language classes. For example, at the college level, Katchen, Morris, and Savova (2005) have explored the conjecture of using video production to engage language learners, asking students to produce vocabulary-focused videos. They prove that the benefit of their approach is twofold. First, it allows students to produce videos using g rammatical forms and lexical items that are relevant to them, increasing the chance that these forms and terms will be retained. Second, it facilitates the creation of learning resources for succeeding(a) students. Association of learning styles to teaching methodologyIn the study conducted by Csapo & Hayen (2006), it states that a twin between the learning style of faculty and students has been shown to increase the disparitybetween how faculty teaches and how students learn. This mismatch results in an ineffective learningprocess in the classroom. The notion that allcognitive skills are identical at the collegial level orin different training programs smacks of arroganceand elitism by either sanctioning one groups style oflearning while discrediting the styles of others orignoring individual differences altogether Teachers did differ in their teaching styles and the results suggest an connective between teaching styles and learning stylesBased on the study of Chiya (2003), dive rgers are characterized by concrete experience (feeling) and reflective observation (watching) while assimilators utilized abstract expression (thinking) and reflective observation (watching). It was obvious that divergers and assimilators both learn through reflective observation or through watching. According to Evans (2004), these differences in teaching styles may also have an impact on areas such as classroom arrangements, the organization and assessment of activities, teacher interactions with students and academically approaches, such as the use of questioning (Evans, 2004). Evans (2004) also stated that several teachers of today are looking at how to shift their lessons to meet new education purposes.However, discussions are still more teacher-centered than student-centered in some classrooms meaning, the lessons are still based on the preferences of the teacher rather than the students. The following information are synthesize from different local and foreign related liter atures and studies Learning style is unique in either individual. Learning is the process of getting knowledge. As we know, individuals are unique. Each in every one of us is different and so also our learning styles. Learning styles are the approach on how an individual grasp knowledge. There are four types of learning style Converger, Diverger, Assimilator, and Accomodator.Each type of learning style is different in terms of the way they acquire knowledge. Convergers or typesetters case I learners excel in making practical applications of ideas and in using deductive reasoning to solve problems. They use Active experimentation (doing) and abstract conceptualization (thinking) as their approaches in transforming experience and grasping experience, respectively. They learn from thinking. Divergers or Type II learners are characterized by concrete experience (feeling) and reflective observation (watching). They use imagination and see things in different points of view. They are l earning from feeling. Assimilators or Type III learners on the other hand use inductive reasoning in creating theoretical models.They utilized abstract conceptualization (thinking) and reflective observation (watching) as their preferred approaches. They learn from watching and listening. Accomodators or Type IV learners are good in actively engaging with the world and actually doing things rather than merely reading about and studying them. They are characterized by concrete experience (feeling) and active experimentation (doing). They learn from doing. Teaching on the other hand, is the process of plentiful out information. Teaching is the means of providing knowledge to individuals. alike as learning styles, teaching methodologies are also unique for every teacher or instructor. Most instructors tend to stick with a specific teaching methodology.Teaching methodology has a great impact on the students. In association to learning styles, the preferred teaching methodologies. The review of the literature indicated howimportant understanding learning styles and the role of learning styles in the teaching/learning process was for effective teaching. Research Paradigm (Kolb diagrams updated whitethorn 2006) Most Preferred teaching methodology in terms of A. Didactics B. Skills Shown in the figure above was a typical presentation of Kolbs to continuum the east-west called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it. ).These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls dialectically related modes of grasping experience (doing or watching), and transforming experience (feeling or thinking). An individual internally decide whether he/she adjure todoorwatch, andat the uniform timedecide whether tothinkorfeel. The result of these two decisions produces and helps to form their lea rning style. The individual chooses a way of grasping the experience, which defines his/her approach to it, and chooses a way to transform the experience into something meaningful and usable, which defines the emotional response to the experience.Having knowledge about the learning styles, the appropriate teaching methodology in terms of didactics and skills for a specific learning style can be determined and can be used for effective learning. Research Hypothesis On the basis of the questions proposed in this study the following hypotheses was tested a. There is no significant difference between the learning styles of sophomore nursing students. b. There is no significant relationship on the different learning style between skills and didactics. The main variables of the study The different learning styles were the independent variable and the dependent variable was the most preferred teaching methodologies of sophomore nursing students in terms of didactics and skills. Definition of terms Conceptual definition Learning Styles various approaches or ways of learningAccommodator a person who is instinctive to adapt oneself to other peoples public toilet. Assimilator a person who responds to new situations in conformity with what is already available to consciousness. Converger one who has special ability in answering rational, unimaginative questions. Diverger one who is unfastened of thinking imaginatively beyond the ordinary. Teaching Methodology the types of principles and methods used for instruction. Didactics teaching methodthat follows a consistent scientific approach. Lecture discussion -an informative talk given as before an audience or class and usually prepared beforehand. Recitation a written matter that is recited from memory.Power point presentation The presentation is a collection of individual slides that contain information on a topic. Case presentation refers to the collection and presentation of detailed information about a parti cular participant or small group, frequently including the accounts of subjects themselves. brainstorm- Brainstorming is an informal way of generating topics to write about, or points to make about your topic. Students should simply open their minds to whatever pops into them. E-learning the delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material. Group work a ethod, used by professional social workers, of aiding a group or members of a group toward individual enrolment and increased participation in community activity by exploiting the mechanisms of group life. Reporting- to relate or tell about present. Role playing refers to the changing of ones behaviour to fag out a role, either unconsciously to fill a social role, or consciously to act out an adopted role. Skills teaching the learnedcapacity to carry out pre-determined result s often with the minimum outlay oftime,energy, or both. Demonstration the act of proving by the syllogistic process, or the test copy itself. An exhibition proof especially, proof beyond the possibility of interrogation indubitable evidence, to the senses or reason.Video presentation A video clip is a small section of a larger video presentation. A series of video frames are run in succession to produce a short, animated video. This compilation of video clips results in a video presentation. Operational Definition Learning Styles the method by which an individual acquire knowledge. Accommodator they tend to get information by themselves they can easily adapt to fast changes. Assimilator individuals who learn by thinking through ideas they need certain evidences before making judgments. Converger individuals who learn though practical application. Diverger is an individual who learns through observation they love to listen and share ideas.Teaching Methodologies the stra tegies employ in teaching. Didactics are teaching methods used in the classroom setting. Lecture discussion giving information on a group of people or a class usually to educate. Recitation giving an answer on a given question using what is previously learned. Power point presentation the presentation of a slide show made up of slides containing information on a topic commonly used in giving information about a concept. Case presentation a case specific presentation of info and information gather from an individual or group of people. Brainstorming a method of sharing ideas by throwing in whatever pops out of their mind about a certain subject matter.E-learning method of pull up stakesing knowledge through the use of modern electronic devices or softwares. Group work a method of sharing ideas and combining said ideas to form a unified body of information more commonly used by students. Reporting- presenting a detailed but brief information about a subject. Role playing adopting and acting out the role or personality of someone else. Skills a method of teaching the ability to develop a procedure repeatedly. Demonstration a method of imparting knowledge by showing how something is being done. Video presentation the use of recorded video or a series of video clips to impart knowledge on a certain subject matter. CHAPTER IIIRESEARCH methodology Research design This study used descriptive correlational study as the research design. According to Polit and Beck (2008), descriptive research is the second broad class of non-experimental studies and its purpose is to ob fare, describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generating or theory development. This study described the learning styles of Sophomore Nursing students and their most preferred teaching methodology. It also determined if learning styles were associated to their most preferred teaching methodology. Popul ation and SampleThe respondents of this study were sophomore nursing students of Far Eastern University within the school year 2010 to 2011. The sophomore nursing students had a total commonwealth of 630. Using Slovens figure, the sample population of 245 was drawn. Table 1. Frequency diffusion and Percentage of the 6 sections included in the study Section Frequency Percentage (%) BSN 313 36 14. 7 BSN 302 48 19. 6 BSN 304 34 13. 9 BSN 303 48 19. 6 BSN 305 37 15. 1 BSN SB3 42 17. 1 Total 245 blow The researchers used convenience sampling method in choosing the sections that were included in the study basing on the inclusion body and exclusion criteria.Included in the study were sophomore students who were on deck during Mondays, those who were present during the info congregation and those who were willing to cooperate. Those excluded in the study were freshmen, junior and senior nursing students and those from other institutes, sections of sophomore nursing students who were on deck during Tuesdays, Wednesdays, Thursdays, Fridays and Saturdays and those who were absent during the data gathering procedure. All of the in sensible questionnaires answered by the respondents were not included in the tallying. Research Locale The study was conducted at Far Eastern University specifically in the Institute of Nursing. It is a Private non-sectarian University, located in Nicanor Reyes Street, Sampaloc manilla paper which was suited for the respondents.The researchers had chosen Far Eastern University as a research locale because the behavior, experiences and characteristics that the researchers sought to observe fit the students of FEU specifically nursing students. Furthermore, FEU had adequate diversity or mix of students to achieve the research goal. In addition, entrance to the site was possible and access to the respondents can be granted. Research Instruments The means had two parts. The first part of the doer was Kolbs Learning Style Inventory (LSI) w hich was a standard questionnaire constructed by Kolbs (1985. It was a 12 item self-description questionnaire that would determine the learning style of a particular person.After taking Kolbs Learning Style Inventory and summing up the total number for each learning styles, it gave the difference between Concrete Experience (CE) and Abstract Conceptualization (AC) and the difference between Active Experimentation (AE) and Reflective Observation (RO). After determining the differences of each learning styles, it was plot on the paradigm to determine the students learning styles as Diverger, Converger, Assimilator and Accommodator. The second part of the operator was a self-made instrument. It was a structured questionnaire in which respondents were asked to choose their most preferred teaching methodology both in acquiring skills and learning from lectures. Validation of instrumentThe second part of the instrument was validated by three experts the Associate Dean of the Institute of Nursing along with two other faculty members who had been on the academe for 5 years. The instrument was validated in terms of its face and content validity. A indicator lamp test was conducted to ten (10) nursing students, after which the respondents were excluded from the actual data gathering procedure. They were able to answer all the questions in the instrument which yielded good results. Data Collection Procedure A letter addressed to Dr. Glenda S. Arquiza, Dean of the Institute of Nursing, was forwarded to ask permission to conduct the study. Moreover, the researchers of the study coordinated with the Level II coordinators to acquire the schedule of the selected respondents.The researcher used structured paper and pencil instrument in which the respondents were guided by a topic guide of questions to be asked and rank order questions which the respondent rank target concepts along a continuum, such as most to least. The respondents were asked to answer the Kolbs Learning St yle Inventory. From the sections present during the data gathering, the researchers used conveniece sampling in choosing the included sections for them to come up with the 245 respondents. The inventories were distributed by some of the members of the research team to the selected respondents and were collected right away after they finish answering the inventory. The data collection was conducted last July 17, 2010. All of the instruments which were valid and with complete answers were all included in the study. Statistical TreatmentTo organize the data collected, statistical tables were presented. This made the presentation of the data systematic and readily understandable. Furthermore, the following statistical formulas were used to analyze the data collected. The Slovens Formula was used to determine the number of minimum respondents to utilize. Its formula is as follows n=N(1+N*e2) Where n = number of samples N = total population e = margin of error To answer the first and the second problem statement which were What is the learning style of sophomore Nursing students and What are the preferred teaching methodology of sophomore nursing students Frequency & Percentage diffusion was used.Its formula is as follows Percentage (%) = fnx 100 where f = number of times the item occurs (frequency) n = total number of items To answer statement of the problem number 2, burden mean was used to determine the mediocre of the students who preferred a particular teaching methodology in terms of skills and didactics Its formula is as follows X=? fxn where X = mean ? = summation f = number of times the items occur x = value of the item n = total number of items To answer statement of the problem number 3, Is there a significant difference between the different learning styles chi-square goodness of fit test was used. Its for