Learning styles as a predictor of vocational Nursing Students' performance

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dc.contributor.authorLasswell, Beverly
dc.contributor.committeeChairHawkins, Christine
dc.contributor.committeeMemberRagsdale, Diane
dc.contributor.committeeMemberMcFarland, Judith
dc.date.accessioned2021-08-26T21:58:37Z
dc.date.available2021-08-26T21:58:37Z
dc.date.issued1992-05
dc.description.abstractA comparison was made of vocational nursing students’ learning styles to see if concrete sequential learners would earn higher clinical grades than would students with one of three other learning styles. The Gregorc Style Delineator was used to measure learning styles. This non-experimental, descriptive survey used a convenience sample of 97 vocational nursing students in their first and third semesters at two community colleges in the south-central United States. Hypothesis 1, stating that concrete sequential learners would earn higher semester clinical grades than students with one of the other three learning styles, was rejected. No significant difference was found using Analysis of Variance. Hypothesis 2, stating that concrete sequential learners would more frequently pass skills performance tests than learners of the other three types, was unable to be tested with Chi-square due to the fact that there was only one failure among the 97 students.
dc.identifier.urihttps://hdl.handle.net/11274/13193
dc.language.isoen_USen_US
dc.subjectNursingen_US
dc.subjectLearning stylesen_US
dc.subjectVocational nursesen_US
dc.titleLearning styles as a predictor of vocational Nursing Students' performanceen_US
dc.typeThesisen_US
thesis.degree.collegeCollege of Nursingen_US
thesis.degree.departmentNursingen_US
thesis.degree.disciplineNursingen_US
thesis.degree.grantorTexas Woman's Universityen_US
thesis.degree.levelMasteren_US
thesis.degree.nameMaster of Scienceen_US

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