Physiological learning styles and its relationship with academic achievement among students of Birjand University of Medical Sciences

Learning styles are one of the manifestations of individual differences answer the question that why the people do not learn through ordinary methods and why the efficiency of learning and educational achievement in them is different. The present study aimed to investigate the relationship between learning styles and academic achievement of students in Birjand University of Medical Sciences.

This study is a cross-sectional and descriptive-analytic one. Statistical population includes all educating students (2119) and the studied samples were evaluated to be 322 people based on krejcie and Morgan table. Random-categorical sampling method was used. Standard questionnaires of Kelb learning styles and the total average of students were used to collect information. SPSS software and tests (multiple regression, Pearson Correlation and T test) were used for data analysis.

The mean of educational average of female students was 16.21 ± 16.21 and for male students it was 15.01 ±2.76. The results showed that was a significant relationship between the students’ visual styles of learning (R = 0/421 p <0/001), students’ auditory styles of learning (R = 0/345 p <0/021) and their academic progress. But there was not any significant relationships between dynamic learning style and academic progress (r= 0/067 p> 0/136). The results showed that there was a significant difference between male and female student's progress (p= 0/041).

Students have different learning styles and teachers must pay attention to this issue and use different teaching methods. It seems that learners show high flexibility in learning different subjects.