Learning style preferences in an undergraduate optometry programme in South Africa
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Abstract
Background. Knowledge of learning style preferences is important for decisions related to teaching and learning. Even though data on learning style preferences are available in the literature, limited information is available about these preferences in optometry students in South Africa (SA). Objective. To explore the learning style preferences in an undergraduate optometry programme.
Methods. The study used a quantitative research design and online questionnaires for data collection. The Index of Learning Styles questionnaire was used to assess learning style preferences. Data were analysed with descriptive and inferential statistics, where p<0.05 was considered statistically significant.
Results. Overall, 159 students completed the anonymous questionnaires. Most of the students were black (n=111), <21 years of age (n=83) and in their third year of study (n=53). The majority of students showed a balanced preference (between 47% and 65% for the different learning style dimensions). There was no significant association between demographic characteristics (gender and level of study) and learning style preferences.
Conclusion. Optometry students have balanced learning styles. This information can be used by stakeholders responsible for optometry education in SA to better inform curriculum review endeavours and decisions related to teaching and learning. The information would be essential to make the educational environment contextually relevant and conducive to student learning.
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