EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Learning Style Preferences of Pharmacy Students

Abstract

Students have preferences about how they like to learn. Available evidence suggests that understanding students’ learning style is helpful in providing them a successful learning experience. The aim of the study was to determine the learning styles preferences of pharmacy students. The Honey and Mumford’s Learning Style Questionnaire (LSQ) was administered twice to all undergraduate pharmacy students (n=240) in the University of Malaya, Malaysia. The LSQ covered four different learning preferences: activist, reflector, theorist and pragmatist. The LSQ showed satisfactory test-retest correlation (0.57 to 0.66) and moderate internal reliability (0.53 to 0.61). Reflector learning style was the most common among the students (60.4%) followed by theorist and pragmatist (both 8.8%) and activist (6.2%). Another 15.8% of the students did not show any dominant learning styles. The preferred learning styles were statistically independent of the demographic variables examined such as level of academic year, sex, race and pre-university qualifications. A range of teaching methods and learning activities should be provided in pharmacy education in order to match the variety of learning styles.

Keywords: LSQreflectoractivisttheoristpragmatistMalaysia

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About this article

Published online: 01.01.2013
Pages: 119-129
Publisher: Cognitive-crcs
In: Volume 4, Issue 1
DOI: 10.15405/ejsbs.2013.1.14
Online ISSN: 2301-2218
Article Type: Original Research
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