Funded mini-project: An investigation into the learning styles of the University of Southampton Medical School entrants and outcomes of their first year Primary BM exams. Final report
Funded mini-project: An investigation into the learning styles of the University of Southampton Medical School entrants and outcomes of their first year Primary BM exams. Final report
The learning experience is a phenomenon that has sought much interest and investigation, in particular the ability to categorise learners according to their learning style preference. This project set out to investigate relationships between learning styles on entrance to medical school, the learning style of ‘reflector’ (40.37%) being dominant. There is also a correlation between previous institution and learning style, with sixth form students having a higher percentage of ‘activists’. Over 50% of students changed their learning style over the year, with activists becoming the dominant group. Finally, theorists achieved higher results in the end of year exam.
University of Southampton
Haley, V.
e03b3a1f-051e-4ac6-b1ce-d21050a69d39
Smith, C.F.
b696bc5f-7e48-4506-82d8-82e51f258d4c
2005
Haley, V.
e03b3a1f-051e-4ac6-b1ce-d21050a69d39
Smith, C.F.
b696bc5f-7e48-4506-82d8-82e51f258d4c
Haley, V. and Smith, C.F.
(2005)
Funded mini-project: An investigation into the learning styles of the University of Southampton Medical School entrants and outcomes of their first year Primary BM exams. Final report
Southampton, UK.
University of Southampton
7pp.
Record type:
Monograph
(Project Report)
Abstract
The learning experience is a phenomenon that has sought much interest and investigation, in particular the ability to categorise learners according to their learning style preference. This project set out to investigate relationships between learning styles on entrance to medical school, the learning style of ‘reflector’ (40.37%) being dominant. There is also a correlation between previous institution and learning style, with sixth form students having a higher percentage of ‘activists’. Over 50% of students changed their learning style over the year, with activists becoming the dominant group. Finally, theorists achieved higher results in the end of year exam.
Text
Haley_Soton_Final_Apr05.pdf
- Other
Text
haley_bugler_373_mid-term_report.pdf
- Other
More information
Published date: 2005
Identifiers
Local EPrints ID: 60837
URI: http://eprints.soton.ac.uk/id/eprint/60837
PURE UUID: 8542dae2-5be1-4875-85e3-b3971a1e4bd1
Catalogue record
Date deposited: 02 Oct 2008
Last modified: 15 Mar 2024 11:20
Export record
Contributors
Author:
V. Haley
Author:
C.F. Smith
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics