The Effects of Medical Students’ Study Strategies and Learning Styles on Their Academic Achievements

It is known that medical education is effected by the changes in the educational sciences. Since the number of students is increasing each passing day and the education takes place in more crowded classrooms, determining the learning styles of students and arranging the education accordingly is important in order to increase the efficiency of the education. Moreover, it is known that the students’ learning styles and study strategies are related to the level of the learning outcomes. Within this context, this study aims at investigating the relationship between medical students’ study strategies and their learning styles.

Relational screening model was used in this study to investigate the medical students’ learning styles and study strategies. Thus, it was aimed at detecting the existence and/or level of covariance between two or more variables.The sample of this study was composed of a total of 79 medical students of Gaziosmanpaşa University, 54 of whom were female and 25 were male. “Learning Styles Inventory”, which was developed by Kolb and translated into Turkish culture by Aşkar and Akkoyunlu (1993) and “The Learning and Study Strategies Inventory”, which was developed by Weinstein, Schulte and Palmer (1987) and translated into Turkish culture byKöymen (1994) were used as the data collection tools.

When the distribution of students’ learning styles were examined, it was observed that 37 students were diverging, 26 were assimilating, 9 were converging and 7 were accommodating. According to the Kruskal Wallis test results that were run to determine whether the achievement differed in terms of learning styles, it was observed that the differences weren’t significant. According to the Mann Whitney U test results that run to determine whether the study strategies differed in terms of gender, it was observed that there isn’t significant differences in attitude, motivation, time, concentration, knowledge, main idea, study, self-test, test strategy factors while there was significant difference in anxiety factor. When the relationship between students’ learning styles and study strategies, it was observed that learning styles had an effect on only the test strategies factor of study strategies variable.

It was observed that the majority of students were diverging and assimilating. When the literature was reviewed, it was observed that this situation is congruent with the current literature. Moreover, it can be said that any effort to increase the students’ motivation, time management, concentration, selecting main ideas, testing itself and test strategies would affect their achievements positively. When the relationship between study strategies and academic achievement, it was observed that attitude and anxiety had a weak positive effect on academic achievement. When the students have information about their own learning styles and study strategies, their achievement can increase. Therefore, making the lecturers aware of this situation may lead them to arrange their courses in accordance with their students’ learning styles. 

Keywords – Medical education, Learning Styles, Study Strategies.