IADR Abstract Archives
Learning styles in the FOLP
Students learn in a more effective way when they are taught according to their predominant learning styles. Between the most known learning typologies are Kolb and Honey and Mumford, which adaptation to Spanish was done by Catalina Alonso (1992) becoming the Honey-Alonso learning styles questionnaire (CHAEA). This questionnaire determines four learning styles: Active (A), reflexive (R), theoretical (T) and Pragmatic (P).
Objective: to determine learning styles in Odontology students using the Honey- Alonso questionnaire.
Method: the questionnaire was given to 219 first year odontology students (years 2004-2005). They answered the 80 items, counting the positive answers that determined a mark that qualified the learning profile of each student. The mark establishes predominance degrees: very low, low, moderate, high and very high, for each style, so each student obtained a mark on each of the four styles. Data analysis covered the average distribution of the mark that establishes the learning profile for the total sample and the percentage distribution of the preferences according to styles, using the general standards of interpretation of Alonso and cols. Results: the average ±DE of the learning profile for theoretical, active, reflexive and pragmatic styles were: 13±2,8; 10±3,2; 15±2,7 and 12±2,9 respectively. Very low and low preferences were observed in 16 and 15% of style A; in 4 and 20% of style R, in 2 and 8% of style T, and in 12 and 18% of style P. Moderate preference was observed in 47, 49, 41 and 33% for styles A, R, T and P respectively. High and very high preferences obtained for style A were 16 and 7,8%; 22 and 4% for style R; 28 and 21% for style T, and 24 and 13% for style P.Conclusions: The learning profile shows a predominance of reflexive (analytic) an theoretical (methodical and objective) styles. Theoretical style obtained the major percentage of preference in high and very high, followed by the pragmatic style (practical and realistic). Active (improvisator) and Reflexive styles had predominance of moderate preferences.
Keywords: Learning styles, learning, questionnaire CHAEA.
Objective: to determine learning styles in Odontology students using the Honey- Alonso questionnaire.
Method: the questionnaire was given to 219 first year odontology students (years 2004-2005). They answered the 80 items, counting the positive answers that determined a mark that qualified the learning profile of each student. The mark establishes predominance degrees: very low, low, moderate, high and very high, for each style, so each student obtained a mark on each of the four styles. Data analysis covered the average distribution of the mark that establishes the learning profile for the total sample and the percentage distribution of the preferences according to styles, using the general standards of interpretation of Alonso and cols. Results: the average ±DE of the learning profile for theoretical, active, reflexive and pragmatic styles were: 13±2,8; 10±3,2; 15±2,7 and 12±2,9 respectively. Very low and low preferences were observed in 16 and 15% of style A; in 4 and 20% of style R, in 2 and 8% of style T, and in 12 and 18% of style P. Moderate preference was observed in 47, 49, 41 and 33% for styles A, R, T and P respectively. High and very high preferences obtained for style A were 16 and 7,8%; 22 and 4% for style R; 28 and 21% for style T, and 24 and 13% for style P.Conclusions: The learning profile shows a predominance of reflexive (analytic) an theoretical (methodical and objective) styles. Theoretical style obtained the major percentage of preference in high and very high, followed by the pragmatic style (practical and realistic). Active (improvisator) and Reflexive styles had predominance of moderate preferences.
Keywords: Learning styles, learning, questionnaire CHAEA.