The Comparative Study on the Nursing Student’s Perceived Usefulness and Satisfaction on Different Learning Style in Pathophysiology in Nursing Course

Abstract

This descriptive research aimed to investigate the learning style and compare the perceived usefulness and satisfaction on blended learning of undergraduate nursing students’ pathophysiology course based on learning style. The participants were 161 second years nursing students. The questionnaires, including personal characteristics, learning style, satisfaction on blended learning, and perceived usefulness were distributed. The instrument reliability was assessed by using Cronbach’s alpha coefficient. The values of the internal consistency reliability were 0.63, 0.91 and 0.83 respectively. The percentage, mean, and standard deviation were used for the initial stage of data analysis and the one-way ANOVA was used to compare the means between two groups. Results showed that most of the participants engaged in one type of learning style (89.4 percent), and dependent learning styles (24.2 percent). The participants who engaged in more than one type of learning style (10.6 percent) had the styles of avoidance combined with competitive learning styles (35.3 percent). In the comparison between the satisfaction and the perceived usefulness of blended learning, the data showed that they had statistically significant differences at p < .05. The study indicated that the learning style of learners was a factor affecting the blended learning method. The instructors should be aware the learners’ learning styles before designing activities. This will enhance their learning skills and will improve their understanding of the lessons.