Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study

Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study Nicholas Aderinto, Ikponmwosa Jude Ogieuhi, Samson Ojedokun, Samson Afolabi, and 12 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4637043/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Background Identifying the learning style of medical students allows educational methods to be adapted to their learning style, leading to higher educational efficiency. This study aimed to assess the preferred learning styles of medical students at medical colleges in south-western Nigeria. Methods The study was a cross-sectional survey design carried out among six hundred and thirty-four 200–600 level medical and dental students in southwestern Nigeria. Data was collected using online and offline questionnaires. VARK was used as the study instrument, and data obtained were analyzed using SPSS version 25. Results The majority of participants preferred unimodal style 193(30.4%) while some preferred more than one learning style, bimodal 132(20.8%), trimodal 136(21.4%), and quadmodal 173(27.2%). Unimodal learning styles between both Genders show a preference for Aural in Females (31.1%), while Visual (28.6%) and Aural (28.6%) are equally distributed in Males. Ladoke Akintola University of Technology (LAUTECH) respondents prefer the Kinesthetic learning style (50.0%), while University of Ibadan (UI) respondents prefer the Aural learning style (36.0%). Learning style shows no statistically significant relationship with age, gender, level and course of study. Conclusion Identifying students' learning style preferences is important to designing an effective educational curriculum. The individual characteristics, educational understanding, and methods/techniques that teachers consider during teaching also differ. Determining the methods and techniques to achieve the desired product level in education is essential in the learning/teaching process. Learning styles medical students southwest Nigeria Introduction Medical education in Nigeria has undergone minimal changes in curricula and teaching styles throughout the generations of medical schools [ 1 ]. While a few lecturers are beginning to consider the learning needs of medical students, a comprehensive overhaul of medical education that adequately prepares students for the evolving practice of medicine in the 21st century is yet to be implemented [ 2 ]. Academic performance in medical education is influenced by various factors, including economic stability, emotional support, and the psychological well-being of students [ 2 ]. Moreover, the high prevalence of burnout among medical students negatively impacts their academic achievements [ 3 ]. The VARK learning method categorizes learning styles into four types: visual, aural, read-write, and kinesthetic [ 4 ]. Visual learners comprehend information more effectively through visual aids and presentations, while aural learners excel through listening and oral instruction. Read-write learners benefit from note-taking and engaging with written or printed texts, whereas kinesthetic learners thrive through practical and hands-on experiences [ 4 ]. The VARK learning style provides valuable insights into appropriate learning strategies, teaching methods, and media tailored to individual preferences [ 4 , 5 ]. While no direct link has been established between medical students' preferred learning style and academic performance, implementing a study preference model can contribute to students' satisfaction [ 6 ]. This satisfaction, in turn, can alleviate stress and prevent burnout, ultimately leading to improved overall well-being and performance [ 6 ]. Furthermore, understanding the learning style of medical students can facilitate the effective delivery of information and enhance knowledge acquisition among students [ 7 ]. Notably, a study conducted in Southeast Nigeria revealed that approximately half of the participants had experienced failure in an examination at least once [ 2 ]. This finding suggests significant dissatisfaction among many students regarding their academic pursuits. Considering the ongoing medical brain drain crisis in Nigeria, this finding serves as a concerning predictive indicator for the future of healthcare delivery. Several studies have been conducted globally among medical students, most using the VARK instrument. Most covered medical students are in a single university, and results vary across geographical regions. The consensus is that teaching can be delivered effectively using multiple and varied approaches so that all students can enjoy the learning process and be more satisfied with the education, which could lead to better outcomes in their overall well-being [ 8 , 9 ]. However, due to the scarcity of data, this study is the first multi-institutional study that assesses the preference for study style in the southwestern region of Nigeria. This study aimed to assess the preferred learning styles of medical students at medical colleges in south-western Nigeria. Methodology Study Area The University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomooso, offer undergraduate medical education programs, while only the former has a dental school. The University of Ibadan, founded in 1948, is Nigeria's oldest university and has been at the forefront of medical education in the country. Ladoke Akintola University of Technology, established in 1990, is a recent addition to Nigeria's higher education sector. However, its medical program has rapidly gained a reputation for quality education and training. Both institutions are located in Oyo State, Nigeria. Study Participants The study comprised medical and dental students from 2nd to final year (200–600) levels pursuing their undergraduate degrees at the University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. The University of Ibadan and Ladoke Akintola University of Technology were selected as study sites based on their reputations for providing high-quality undergraduate medical and dental education in Nigeria. Both universities attract students from diverse regions of Nigeria and beyond and have modern facilities and teaching resources that support research activities. Study Design The study utilized a cross-sectional survey design to assess the learning style preferences of medical and dental students in southwestern Nigeria. Data were collected using online and offline questionnaires between March and April 2023. Study Instrument The instrument used was the VARK (Visual, Aural, Read/Write, Kinesthetic), which was validated for measuring learning style preferences in previous similar studies. The VARK questionnaire is a study instrument designed to assess an individual's preferred learning style among four modalities: Visual, Aural, Read/Write, and Kinesthetic. Each modality represents a different way people prefer to receive and process information. Sample Size The sample size was calculated using a finite population sampling size formula since the total number of potential participants was known (1434). To calculate the finite population sample size, we assumed a confidence level of 95% and a precision of 5%. Using the formula for finite population sample size: n = N / (1 + (N-1) * e^2 / N) Where: n = sample size N = population size e = level of precision For Ladoke Akintola University of Technology: n = 467 / (1 + (467-1) * 0.05^2 / 467) ≈ 205 For the University of Ibadan: n = 967 / (1 + (967-1) * 0.05^2 / 967) ≈ 342 Therefore, we needed a sample size of approximately 205 from Ladoke Akintola University of Technology and 342 from the University of Ibadan to achieve a confidence level of 95% and a precision of 5%. Sampling Technique The objectives of the study and procedures were explained to participants, and they were informed of their right to withdraw from the study at any time. Participants were also assured of the confidentiality of their responses and that their data would be used only for research purposes. Consent was obtained either electronically or in writing, depending on the mode of questionnaire administration. The study was conducted with the highest regard for the welfare and rights of the study participants. A multistage sampling technique was employed to recruit participants. Initially, two universities were purposefully selected as primary sampling units. Subsequently, sample sizes were allocated proportionally to each institution based on student enrollment figures, ensuring representative representation. Subsequently, we compiled lists of eligible participants from each university. After a random start, systematic sampling involves selecting every nth individual from the sampling frame (467 and 967, respectively). Using the systematic sampling approach, we selected participants from each student of the university lists until the required sample size was reached. Data Analysis The data were analyzed using the statistical software package SPSS (version 25, IBM Corp, Armonk, NY). Descriptive statistics, such as frequencies and percentages, were used to summarize the demographic characteristics of the study participants and their learning style preferences. Chi-squared test was used to seek the association between age, gender, level and course of study with learning style. The significance level for all statistical tests was set at p < 0.05. Statistical significance was determined using two-tailed tests. Ethics approval and consent to participate Participants received information on the purpose and scope of the study. The respondents were informed that their participation was voluntary and that they would not suffer any consequences if they discontinued the study. Ethical approval was received from the ethical review board of University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. This study adhered to the principles of the Declaration of Helsinki. Result 690 Questionnaires were administered to respondents, of which 634 were analysed. From Table 1, most participants were from UI 434(68.5%), while 200(31.5%) were from LAUTECH. Of the total participants, 360 (56.8%) were male, and 274 (43.2%) were female. The majority 503(79.3%) were between the ages of 20-25years and the highest response rate were from 400L, 203(32%) and 500L, 183(28.9%). From Table 2, learning styles were distributed into modal classes. Most participants preferred single (unimodal) style 193(30.4%). In this class, aural is the most prevalent learning style 57 (29.5%) among participants, followed by Visual 53 (27.5%). However, some participants preferred more than one learning style; 132(20.8%), 136(21.4%), and 173(27.2%) preferred bimodal, trimodal and quadmodal styles, respectively. In the bimodal class, visual+aural (VA) 51(38.6%) is most preferred. In the trimodal class, visual+aural+read/write (VAR) 70(51.5%) is most preferred. Of all the four learning modalities, the Unimodal learning style is prevalent in Males 119(33.1%) and quadmodal in Females 80(29.2%). Unimodal learning styles between both Genders show a preference for Aural in Females (31.1%) while Visual (28.6%) and Aural (28.6%) in Males. See Table 3. The prevalent learning style in LAUTECH is Unimodal, while the majority in UI prefers Quadmodal (29.0%), followed by Unimodal (28.8%). See Table 4. Most LAUTECH respondents prefer the Kinesthetic learning style (50.0%), while UI respondents prefer the Aural learning style (36.0%). See Table 5. A statistically significant association exists between Institution and Unimodal learning styles (p < 0.05). See Table 6. From Table 7, learning style shows no statistically significant relationship with age, gender, level and course of study. Although unimodal learning modality was prevalent among the 400 level to 600 class, followed by Quadmodal. Furthermore, the unimodal learning style is prevalent across different age groups, among males, whereas the quadmodal learning style is more common among females. Similarly, it was observed that an unimodal learning style is predominant among Medicine students, while most Dentistry students prefer a quadmodal learning style. DISCUSSION The critical nature of medicine necessitates a unique form of practical training for medical students. This training should incorporate various methods to cater to individual learning styles. The selection of these methods and educational resources, encompassing both traditional and virtual environments, depends on several factors, including student learning preferences. Understanding these preferences allows for the development of high-quality and effective educational approaches. Research has demonstrated the value of identifying and accommodating learning styles to optimize educational outcomes [10]. Most participants in this study were between the ages of 20-25 years, with more responses from the University of Ibadan due to the larger population of students in dental and medicine programs. Of the participants, 56.8% were male, and 43.2% were female, while the highest response rate was received from 400L and 500L. The unimodal learning style is preferred by most students in this study, and the aural method is the most prevalent learning method. Similarly, a report from Saudi Arabia showed that the Unimodal learning style is most prevalent, and the dominant method is the aural method [11]. This is similar to another report from the United States, where students preferred a single mode of information presentation. However, the visual mode is preferred, contrary to our findings in another way [12]. Most studies report a preference for multiple learning modalities [9, 13, 14], and a few report a high prevalence of preference for single learning modalities, mostly kinesthetic [6, 9]. Different studies reported varying figures for the preference of the modalities, yet all modalities were found to be important; however, in general, the kinesthetic, visual and aural modalities take the lead [6-9, 13]. Of all the four learning modalities, the Unimodal learning style is prevalent among Male students and quadmodal in Females. This alternated with a report from India, where most males preferred multimodal, and unimodality was more prevalent among females [15]. Moreover, some participants preferred more than one learning style in our study. These findings resonated with reports that medical students use different learning styles better to understand various subjects [5, 12]. Furthermore, this study observed that visual+aural (VA) is preferred in the bimodal class. Visual+aural+read/write (VAR) is preferred in the trimodal class. However, research findings regarding specific learning style combinations can vary. One study identified auditory and kinesthetic (AK) as the most common bimodal preference, while another study found visual, auditory, and kinesthetic (VAK) to be the most prevalent trimodal combination [16]. The prevalent learning style based on institution showed that in LAUTECH, the Unimodal learning style was most preferred, while the majority in UI preferred Quadmodal. Also, most LAUTECH respondents prefer the Kinesthetic learning method, while UI respondents prefer the Aural learning method. There is evidence suggesting a link between a particular institution's learning environment and students developing a preference for a single learning style (unimodal). All learning styles have their strengths and weaknesses; no one style is inherently superior. Individual variations in learning styles likely stem from unique cognitive abilities [17]. Several factors can directly impact a student's learning process. Understanding these factors empowers educators to tailor teaching methods, potentially improving student performance [18]. Student learning preferences can be influenced by a multitude of variables, including gender, age, sociocultural background, the university's educational and cultural context, self-awareness, life experiences, other learning skills, educator influence, motivation, access to academic support, and mentor's teaching style [8]. However, research on these potential influences has yielded mixed results [19]. It was also observed that learning style shows no statistically significant relationship with age, gender, level and course of study. However, unimodal learning modality was prevalent among the 400 to 600 classes. Furthermore, the unimodal learning style is prevalent across different age groups, among males, whereas the quadmodal learning style is more common among females. Similarly, it was observed that an unimodal learning style is predominant among Medicine students, while most Dentistry students prefer a quadmodal learning style. Limitations of Study The cross-sectional design employed in the study captures a singular snapshot of learning style preferences at a specific moment, potentially neglecting the dynamic nature of individual learning preferences that could evolve throughout medical education. Additionally, using self-reported measures to assess learning style preferences introduces the possibility of response bias or subjective interpretation by the participants, potentially compromising the accuracy and reliability of the obtained data. However, it is worth noting that one of the strengths of this study lies in its contribution as the first multi-institutional investigation focusing on learning style preferences among medical students in the Southwestern region of Nigeria. By encompassing multiple institutions, the study provides insights into the preferences of a diverse group of medical students within the specified geographical area. This broadens the understanding of learning style preferences in this specific context and lays the groundwork for future research and interventions targeting medical education in the region. Conclusion Identifying students' preferred learning styles plays a crucial role in designing effective educational curriculums. Research on learning styles suggests that incorporating them into curriculum planning and delivery can significantly improve learning outcomes [20]. Furthermore, understanding student learning styles, including their characteristic features and individual differences, allows for a more student-centered approach. This, in turn, necessitates tailoring teaching methods and techniques to cater to these individual variations, ultimately optimizing the learning process. Abbreviations CV: Curriculum Vitae Q&A: Questions and Answers HCPs: Healthcare Professionals NCDs: Non-Communicable Diseases LMICs: Low- and Middle-Income Countries I&D: Innovation and Development GHD: Global Health Disparities M&E: Monitoring and Evaluation PICO: Patient/Population, Intervention, Comparison, Outcome (used in research design) CME: Continuing Medical Education NGOs: Non-Governmental Organizations Declarations Ethics approval and consent to participate: Participants received information on the purpose and scope of the study. The respondents were informed that their participation was voluntary and that they would not suffer any consequences if they discontinued the study. Ethical approval was received from the ethical review board of University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. This study adhered to the principles of the Declaration of Helsinki. Consent for publication: Not applicable Availability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Competing interests: The authors declare that they have no competing interests Funding: No funding was received for this study Authors' contributions: N.A. and I.J.O. wrote the main manuscript text. S.O., S.A., and D.A. designed the methodology and conducted the data analysis. A.A. and O.A. managed the data collection process and ensured data accuracy. J.O. and A.O. performed the literature search and contributed to the writing and editing of the manuscript. G.A., M.A., and V.F. assisted with the interpretation of results and prepared Tables 1-7. P.O., A.K., G.I., and Y.A.A. provided critical revisions and contributed to the final approval of the manuscript. All authors reviewed and approved the final manuscript. 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Front Psychol. 2021 Oct Tables Table 1: Demographic data of participants Frequency (n=634) Percent Age in Years 25 77 12.1 Level 200 82 12.9 300 101 15.9 400 203 32.0 500 183 28.9 600 65 10.3 School LAUTECH 200 31.5 UI 434 68.5 Course Medicine 543 85.6 Dentistry 91 14.4 LAUTECH – Ladoke Akintola University of Technology UI – University of Ibadan Table 2: VARK mode distribution among Participants N=634 Variables Frequency Percent n=634 Unimodal (N=193) V A R K Bimodal (N = 132) 53 57 36 47 30.4% 27.5 29.5 18.6 23.3 20.8% VA 51 38.6 VR 20 15.2 VK 10 7.6 AR 35 26.5 AK 7 5.3 RK 9 6.8 Trimodal (N = 136) 21.4% VAR 70 51.5 VAK 24 17.6 VRK 14 10.3 ARK 28 20.6 Quadmodal (N=173) 27.2% VARK 173 100 Total 634 Table 3: Learning Style Preference by Gender Variables Frequency Percent P-value 0.102 Male Unimodal 119 33.1 Bimodal 75 20.8 Trimodal 73 20.3 Quadmodal 93 25.8 Female Unimodal 74 27.0 Bimodal 57 20.8 Trimodal 63 23.0 Quadmodal 80 29.2 Table 4: Prevalent Unimodal Learning Modality by Gender N = 193 Frequency Percent p-value 0.740 Male Visual 34 28.6 Aural 34 28.6 Read/Write 23 19.3 Kinesthetic 29 23.5 Female Visual 19 25.7 Aural 23 31.1 Read/Write 13 17.6 Kinesthetic 19 25.7 Table 5: Learning Style Preference by Institution Frequency Percent p-value 0.199 Unimodal 193 30.4 Bimodal 132 20.8 Trimodal 136 21.5 Quadmodal 173 27.3 LAUTECH Unimodal 68 34.0 Bimodal 37 18.5 Trimodal 48 24.0 Quadmodal 47 23.5 UI Unimodal 125 28.8 Bimodal 95 21.9 Trimodal 88 20.3 Quadmodal 126 29.0 p >0.05 for comparison of sensory modality preference by institution Table 6: Prevalent Unimodal Learning Style by School N = 193 Frequency Percent p-value p<0.001 Visual 53 27.5 Aural 57 29.5 Read/Write 36 18.7 Kinesthetic 47 24.4 LAUTECH Visual 10 14.7 Aural 12 17.6 Read/Write 12 17.6 Kinesthetic 34 50.0 UI Visual 43 34.4 Aural 45 36.0 Read/Write 24 19.2 Kinesthetic 13 10.4 p < 0.001 shows a significant correlation between the institution and Unimodal Learning preference. Table 7: Relationship between age, level, course of study and learning style Unimodal Bimodal Trimodal Quadmodal p-value Correlation coefficient Age (years) 25 36 (46.8) 6 (7.8) 16 (20.8) 19 (24.7) Level 200 23 (28.0) 16(19.5) 19 (23.2) 24 (29.3) 0.254 -0.045 300 20 (19.8) 30 (29.7) 18 (17.8) 33 (32.7) 400 65 (32.0) 43 (21.2) 45 (22.2) 50 (24.6) 500 63 (34.4) 34 (18.6) 41 (22.4) 45 (24.6) 600 22 (33.8) 9 (13.8) 13 (20.0) 21 (32.3) Program Medicine 166 (30.6) 112 (20.6) 122 (22.5) 143 (26.3) 0.598 0.021 Dentistry 27 (29.7) 20 (22.0) 14 (15.4) 30 (33.0) Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 29 Jul, 2024 Reviews received at journal 28 Jul, 2024 Reviews received at journal 27 Jul, 2024 Reviewers agreed at journal 27 Jul, 2024 Reviewers agreed at journal 27 Jul, 2024 Reviewers invited by journal 22 Jul, 2024 Editor assigned by journal 22 Jul, 2024 Submission checks completed at journal 21 Jul, 2024 First submitted to journal 25 Jun, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Technology","correspondingAuthor":false,"prefix":"","firstName":"Joshua","middleName":"","lastName":"Opanike","suffix":""},{"id":333085754,"identity":"a00e411e-6cfd-4172-85da-1a31b890369a","order_by":8,"name":"Amaechi Okelue","email":"","orcid":"","institution":"University of Ibadan","correspondingAuthor":false,"prefix":"","firstName":"Amaechi","middleName":"","lastName":"Okelue","suffix":""},{"id":333085756,"identity":"45fd306f-0144-4333-bb5f-c8507bc9d82a","order_by":9,"name":"Gbolahan Aboderin","email":"","orcid":"","institution":"Ladoke Akintola University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Gbolahan","middleName":"","lastName":"Aboderin","suffix":""},{"id":333085757,"identity":"9d91399d-96f5-43d8-9d14-92239c79cf94","order_by":10,"name":"Muili Abdulbasit","email":"","orcid":"","institution":"Ladoke Akintola University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Muili","middleName":"","lastName":"Abdulbasit","suffix":""},{"id":333085759,"identity":"41f83031-42d3-46d3-bc91-4c7c1a285f0e","order_by":11,"name":"Victoria Fakunle","email":"","orcid":"","institution":"University of Ibadan","correspondingAuthor":false,"prefix":"","firstName":"Victoria","middleName":"","lastName":"Fakunle","suffix":""},{"id":333085762,"identity":"7c232b36-853a-4583-ae5b-e3ab558121c7","order_by":12,"name":"Praise Ogunleke","email":"","orcid":"","institution":"Ladoke Akintola University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Praise","middleName":"","lastName":"Ogunleke","suffix":""},{"id":333085763,"identity":"f47e5ef2-fba8-4b75-bb3c-6655b328fd8f","order_by":13,"name":"Ayomide Kayode","email":"","orcid":"","institution":"Ladoke Akintola University of Technology","correspondingAuthor":false,"prefix":"","firstName":"Ayomide","middleName":"","lastName":"Kayode","suffix":""},{"id":333085767,"identity":"a7504b19-e0bf-4400-86b7-61ccdaa959a1","order_by":14,"name":"Gladys Ibrahim","email":"","orcid":"","institution":"University of Ibadan","correspondingAuthor":false,"prefix":"","firstName":"Gladys","middleName":"","lastName":"Ibrahim","suffix":""},{"id":333085769,"identity":"94a89acf-4a02-4e18-bb11-03df3f16b704","order_by":15,"name":"Yewande Abigail Adebayo","email":"","orcid":"","institution":"Glangwili General Hospital, Carmarthen, Wales, United Kingdom","correspondingAuthor":false,"prefix":"","firstName":"Yewande","middleName":"Abigail","lastName":"Adebayo","suffix":""}],"badges":[],"createdAt":"2024-06-25 14:07:01","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4637043/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4637043/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":62582600,"identity":"7f49d788-cf39-4e37-91f5-f109a58e143f","added_by":"auto","created_at":"2024-08-16 06:36:40","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":835163,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4637043/v1/0f2fd74b-1011-4255-934b-463feb60b5a8.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eMedical education in Nigeria has undergone minimal changes in curricula and teaching styles throughout the generations of medical schools [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. While a few lecturers are beginning to consider the learning needs of medical students, a comprehensive overhaul of medical education that adequately prepares students for the evolving practice of medicine in the 21st century is yet to be implemented [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Academic performance in medical education is influenced by various factors, including economic stability, emotional support, and the psychological well-being of students [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Moreover, the high prevalence of burnout among medical students negatively impacts their academic achievements [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe VARK learning method categorizes learning styles into four types: visual, aural, read-write, and kinesthetic [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Visual learners comprehend information more effectively through visual aids and presentations, while aural learners excel through listening and oral instruction. Read-write learners benefit from note-taking and engaging with written or printed texts, whereas kinesthetic learners thrive through practical and hands-on experiences [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. The VARK learning style provides valuable insights into appropriate learning strategies, teaching methods, and media tailored to individual preferences [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWhile no direct link has been established between medical students' preferred learning style and academic performance, implementing a study preference model can contribute to students' satisfaction [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. This satisfaction, in turn, can alleviate stress and prevent burnout, ultimately leading to improved overall well-being and performance [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Furthermore, understanding the learning style of medical students can facilitate the effective delivery of information and enhance knowledge acquisition among students [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Notably, a study conducted in Southeast Nigeria revealed that approximately half of the participants had experienced failure in an examination at least once [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. This finding suggests significant dissatisfaction among many students regarding their academic pursuits. Considering the ongoing medical brain drain crisis in Nigeria, this finding serves as a concerning predictive indicator for the future of healthcare delivery.\u003c/p\u003e \u003cp\u003eSeveral studies have been conducted globally among medical students, most using the VARK instrument. Most covered medical students are in a single university, and results vary across geographical regions. The consensus is that teaching can be delivered effectively using multiple and varied approaches so that all students can enjoy the learning process and be more satisfied with the education, which could lead to better outcomes in their overall well-being [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. However, due to the scarcity of data, this study is the first multi-institutional study that assesses the preference for study style in the southwestern region of Nigeria. This study aimed to assess the preferred learning styles of medical students at medical colleges in south-western Nigeria.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy Area\u003c/h2\u003e \u003cp\u003eThe University of Ibadan, Ibadan and Ladoke Akintola University of Technology, Ogbomooso, offer undergraduate medical education programs, while only the former has a dental school. The University of Ibadan, founded in 1948, is Nigeria's oldest university and has been at the forefront of medical education in the country. Ladoke Akintola University of Technology, established in 1990, is a recent addition to Nigeria's higher education sector. However, its medical program has rapidly gained a reputation for quality education and training. Both institutions are located in Oyo State, Nigeria.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eStudy Participants\u003c/h2\u003e \u003cp\u003eThe study comprised medical and dental students from 2nd to final year (200\u0026ndash;600) levels pursuing their undergraduate degrees at the University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. The University of Ibadan and Ladoke Akintola University of Technology were selected as study sites based on their reputations for providing high-quality undergraduate medical and dental education in Nigeria. Both universities attract students from diverse regions of Nigeria and beyond and have modern facilities and teaching resources that support research activities.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design\u003c/h2\u003e \u003cp\u003eThe study utilized a cross-sectional survey design to assess the learning style preferences of medical and dental students in southwestern Nigeria. Data were collected using online and offline questionnaires between March and April 2023.\u003c/p\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003eStudy Instrument\u003c/h2\u003e \u003cp\u003eThe instrument used was the VARK (Visual, Aural, Read/Write, Kinesthetic), which was validated for measuring learning style preferences in previous similar studies. The VARK questionnaire is a study instrument designed to assess an individual's preferred learning style among four modalities: Visual, Aural, Read/Write, and Kinesthetic. Each modality represents a different way people prefer to receive and process information.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eSample Size\u003c/h2\u003e \u003cp\u003eThe sample size was calculated using a finite population sampling size formula since the total number of potential participants was known (1434). To calculate the finite population sample size, we assumed a confidence level of 95% and a precision of 5%.\u003c/p\u003e \u003cp\u003eUsing the formula for finite population sample size:\u003c/p\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;N / (1 + (N-1) * e^2 / N)\u003c/p\u003e \u003cp\u003eWhere:\u003c/p\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;sample size\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;population size\u003c/p\u003e \u003cp\u003ee\u0026thinsp;=\u0026thinsp;level of precision\u003c/p\u003e \u003cp\u003eFor Ladoke Akintola University of Technology:\u003c/p\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;467 / (1 + (467-1) * 0.05^2 / 467)\u0026thinsp;\u0026asymp;\u0026thinsp;205\u003c/p\u003e \u003cp\u003eFor the University of Ibadan:\u003c/p\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;967 / (1 + (967-1) * 0.05^2 / 967)\u0026thinsp;\u0026asymp;\u0026thinsp;342\u003c/p\u003e \u003cp\u003eTherefore, we needed a sample size of approximately 205 from Ladoke Akintola University of Technology and 342 from the University of Ibadan to achieve a confidence level of 95% and a precision of 5%.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSampling Technique\u003c/h2\u003e \u003cp\u003eThe objectives of the study and procedures were explained to participants, and they were informed of their right to withdraw from the study at any time. Participants were also assured of the confidentiality of their responses and that their data would be used only for research purposes. Consent was obtained either electronically or in writing, depending on the mode of questionnaire administration. The study was conducted with the highest regard for the welfare and rights of the study participants.\u003c/p\u003e \u003cp\u003eA multistage sampling technique was employed to recruit participants. Initially, two universities were purposefully selected as primary sampling units. Subsequently, sample sizes were allocated proportionally to each institution based on student enrollment figures, ensuring representative representation. Subsequently, we compiled lists of eligible participants from each university. After a random start, systematic sampling involves selecting every nth individual from the sampling frame (467 and 967, respectively). Using the systematic sampling approach, we selected participants from each student of the university lists until the required sample size was reached.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eThe data were analyzed using the statistical software package SPSS (version 25, IBM Corp, Armonk, NY). Descriptive statistics, such as frequencies and percentages, were used to summarize the demographic characteristics of the study participants and their learning style preferences. Chi-squared test was used to seek the association between age, gender, level and course of study with learning style. The significance level for all statistical tests was set at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05. Statistical significance was determined using two-tailed tests.\u003c/p\u003e \u003c/div\u003e\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants received information on the purpose and scope of the study. The respondents were informed that their participation was voluntary and that they would not suffer any consequences if they discontinued the study. Ethical approval was received from the ethical review board of University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. This study adhered to the principles of the Declaration of Helsinki.\u003c/p\u003e"},{"header":"Result","content":"\u003cp\u003e690 Questionnaires were administered to respondents, of which 634 were analysed. From Table 1, most participants were from UI 434(68.5%), while 200(31.5%) were from LAUTECH. Of the total participants, 360 (56.8%) were male, and 274 (43.2%) were female. The majority 503(79.3%) were between the ages of 20-25years and the highest response rate were from 400L, 203(32%) and 500L, 183(28.9%).\u003c/p\u003e\n\u003cp\u003eFrom Table 2, learning styles were distributed into modal classes. Most participants preferred single (unimodal) style 193(30.4%). In this class, aural is the most prevalent learning style 57 (29.5%) among participants, followed by Visual 53 (27.5%). However, some participants preferred more than one learning style; 132(20.8%), 136(21.4%), and 173(27.2%) preferred bimodal, trimodal and quadmodal styles, respectively. In the bimodal class, visual+aural (VA) 51(38.6%) is most preferred. In the trimodal class, visual+aural+read/write (VAR) 70(51.5%) is most preferred. Of all the four learning modalities, the Unimodal learning style is prevalent in Males 119(33.1%) and quadmodal in Females 80(29.2%).\u003c/p\u003e\n\u003cp\u003eUnimodal learning styles between both Genders show a preference for Aural in Females (31.1%) while Visual (28.6%) and Aural (28.6%) in Males. See Table 3. The prevalent learning style in LAUTECH is Unimodal, while the majority in UI prefers Quadmodal (29.0%), followed by Unimodal (28.8%). See Table 4. Most LAUTECH respondents prefer the Kinesthetic learning style (50.0%), while UI respondents prefer the Aural learning style (36.0%). See Table 5. A statistically significant association exists between Institution and Unimodal learning styles (p \u0026lt; 0.05). See Table 6.\u003c/p\u003e\n\u003cp\u003eFrom Table 7, learning style shows no statistically significant relationship with age, gender, level and course of study. Although unimodal learning modality was prevalent among the 400 level to 600 class, followed by Quadmodal. Furthermore, the unimodal learning style is prevalent across different age groups, among males, whereas the quadmodal learning style is more common among females. Similarly, it was observed that an unimodal learning style is predominant among Medicine students, while most Dentistry students prefer a quadmodal learning style.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThe critical nature of medicine necessitates a unique form of practical training for medical students. This training should incorporate various methods to cater to individual learning styles. \u0026nbsp;The selection of these methods and educational resources, encompassing both traditional and virtual environments, depends on several factors, including student learning preferences. \u0026nbsp;Understanding these preferences allows for the development of high-quality and effective educational approaches. \u0026nbsp;Research has demonstrated the value of identifying and accommodating learning styles to optimize educational outcomes [10].\u003c/p\u003e\n\u003cp\u003eMost participants in this study were between the ages of 20-25 years, with more responses from the University of Ibadan due to the larger population of students in dental and medicine programs. Of the participants, 56.8% were male, and 43.2% were female, while the highest response rate was received from 400L and 500L. The unimodal learning style is preferred by most students in this study, and the aural method is the most prevalent learning method. Similarly, a report from Saudi Arabia showed that the Unimodal learning style is most prevalent, and the dominant method is the aural method [11]. This is similar to another report from the United States, where students preferred a single mode of information presentation. However, the visual mode is preferred,\u003csup\u003e\u0026nbsp;\u003c/sup\u003econtrary to our findings in another way [12]. Most studies report a preference for multiple learning modalities\u003csup\u003e\u0026nbsp;\u003c/sup\u003e[9, 13, 14], and a few report a high prevalence of preference for single learning modalities, mostly kinesthetic [6, 9]. Different studies reported varying figures for the preference of the modalities, yet all modalities were found to be important; however, in general, the kinesthetic, visual and aural modalities take the lead [6-9, 13].\u003c/p\u003e\n\u003cp\u003eOf all the four learning modalities, the Unimodal learning style is prevalent among Male students and quadmodal in Females. This alternated with a report from India, where most males preferred multimodal, and unimodality was more prevalent among females [15].\u003csup\u003e\u0026nbsp;\u003c/sup\u003eMoreover, some participants preferred more than one learning style in our study. These findings resonated with reports that medical students use different learning styles better to understand various subjects [5, 12].\u003csup\u003e\u0026nbsp;\u003c/sup\u003eFurthermore, this study observed that visual+aural (VA) is preferred in the bimodal class. Visual+aural+read/write (VAR) is preferred in the trimodal class. However, research findings regarding specific learning style combinations can vary. One study identified auditory and kinesthetic (AK) as the most common bimodal preference, while another study found visual, auditory, and kinesthetic (VAK) to be the most prevalent trimodal combination [16].\u003c/p\u003e\n\u003cp\u003eThe prevalent learning style based on institution showed that in LAUTECH, the Unimodal learning style was most preferred, while the majority in UI preferred Quadmodal. Also, most LAUTECH respondents prefer the Kinesthetic learning method, while UI respondents prefer the Aural learning method. There is evidence suggesting a link between a particular institution\u0026apos;s learning environment and students developing a preference for a single learning style (unimodal). All learning styles have their strengths and weaknesses; no one style is inherently superior. Individual variations in learning styles likely stem from unique cognitive abilities [17]. Several factors can directly impact a student\u0026apos;s learning process. Understanding these factors empowers educators to tailor teaching methods, potentially improving student performance [18]. Student learning preferences can be influenced by a multitude of variables, including gender, age, sociocultural background, the university\u0026apos;s educational and cultural context, self-awareness, life experiences, other learning skills, educator influence, motivation, access to academic support, and mentor\u0026apos;s teaching style [8]. However, research on these potential influences has yielded mixed results [19].\u003c/p\u003e\n\u003cp\u003eIt was also observed that learning style shows no statistically significant relationship with age, gender, level and course of study. However, unimodal learning modality was prevalent among the 400 to 600 classes. Furthermore, the unimodal learning style is prevalent across different age groups, among males, whereas the quadmodal learning style is more common among females. Similarly, it was observed that an unimodal learning style is predominant among Medicine students, while most Dentistry students prefer a quadmodal learning style.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations of Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe cross-sectional design employed in the study captures a singular snapshot of learning style preferences at a specific moment, potentially neglecting the dynamic nature of individual learning preferences that could evolve throughout medical education. Additionally, using self-reported measures to assess learning style preferences introduces the possibility of response bias or subjective interpretation by the participants, potentially compromising the accuracy and reliability of the obtained data. However, it is worth noting that one of the strengths of this study lies in its contribution as the first multi-institutional investigation focusing on learning style preferences among medical students in the Southwestern region of Nigeria. By encompassing multiple institutions, the study provides insights into the preferences of a diverse group of medical students within the specified geographical area. This broadens the understanding of learning style preferences in this specific context and lays the groundwork for future research and interventions targeting medical education in the region.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIdentifying students\u0026apos; preferred learning styles plays a crucial role in designing effective educational curriculums. Research on learning styles suggests that incorporating them into curriculum planning and delivery can significantly improve learning outcomes [20]. \u0026nbsp; Furthermore, understanding student learning styles, including their characteristic features and individual differences, allows for a more student-centered approach. This, in turn, necessitates tailoring teaching methods and techniques to cater to these individual variations, ultimately optimizing the learning process.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eCV: Curriculum Vitae\u003c/p\u003e\n\u003cp\u003eQ\u0026amp;A: Questions and Answers\u003c/p\u003e\n\u003cp\u003eHCPs: Healthcare Professionals\u003c/p\u003e\n\u003cp\u003eNCDs: Non-Communicable Diseases\u003c/p\u003e\n\u003cp\u003eLMICs: Low- and Middle-Income Countries\u003c/p\u003e\n\u003cp\u003eI\u0026amp;D: Innovation and Development\u003c/p\u003e\n\u003cp\u003eGHD: Global Health Disparities\u003c/p\u003e\n\u003cp\u003eM\u0026amp;E: Monitoring and Evaluation\u003c/p\u003e\n\u003cp\u003ePICO: Patient/Population, Intervention, Comparison, Outcome (used in research design)\u003c/p\u003e\n\u003cp\u003eCME: Continuing Medical Education\u003c/p\u003e\n\u003cp\u003eNGOs: Non-Governmental Organizations\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval and consent to participate:\u0026nbsp;Participants received information on the purpose and scope of the study. The respondents were informed that their participation was voluntary and that they would not suffer any consequences if they discontinued the study. Ethical approval was received from the ethical review board of University of Ibadan, Ibadan and Ladoke Akintola University of Technology Ogbomoso. This study adhered to the principles of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003eConsent for publication: Not applicable\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAvailability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003eCompeting interests: The authors declare that they have no competing interests\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFunding: No funding was received for this study\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAuthors\u0026apos; contributions: N.A. and I.J.O. wrote the main manuscript text. S.O., S.A., and D.A. designed the methodology and conducted the data analysis. A.A. and O.A. managed the data collection process and ensured data accuracy. J.O. and A.O. performed the literature search and contributed to the writing and editing of the manuscript. G.A., M.A., and V.F. assisted with the interpretation of results and prepared Tables 1-7. P.O., A.K., G.I., and Y.A.A. provided critical revisions and contributed to the final approval of the manuscript. All authors reviewed and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003eAcknowledgements: None\u003c/p\u003e"},{"header":"References ","content":"\u003col\u003e\n\u003cli\u003eOsoba M, Usman S, Oyadiran O, Odeyemi J, Abode M, Usman O, et al. Undergraduate medical education in Nigeria: Current standard and the need for advancement. Pan African Medical Journal. 2021 Sep 1;40.\u003c/li\u003e\n\u003cli\u003eEkwochi U, Osuorah DC, Ohayi SA, Nevo AC, Ndu IK, Onah SK. Determinants of academic performance in medical students: evidence from a medical school in south-east Nigeria. Adv Med Educ Pract [Internet]. 2019 [cited 2023 Jun 7];10:737\u0026ndash;47. Available from: https://pubmed.ncbi.nlm.nih.gov/31507336/\u003c/li\u003e\n\u003cli\u003eCosta EF de O, Santos SA, Santos ATR de A, de Melo EV, de Andrade TM. Burnout Syndrome and associated factors among medical students: A cross-sectional study. Clinics. 2012;67(6):573\u0026ndash;9.\u003c/li\u003e\n\u003cli\u003eOthman N, Amiruddin MH. Different perspectives of learning styles from VARK model. Procedia Soc Behav Sci. 2010;7:652\u0026ndash;60.\u003c/li\u003e\n\u003cli\u003eFleming ND, Mills C. Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy. 1992 Jun;11(1):137\u0026ndash;55.\u003c/li\u003e\n\u003cli\u003ePapanagnou D, Serrano A, Barkley K, Chandra S, Governatori N, Piela N, et al. Does tailoring instructional style to a medical student\u0026apos;s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study. BMC Med Educ. 2016;16(1).\u003c/li\u003e\n\u003cli\u003eBuşan AM. Learning styles of medical students - implications in education. Curr Health Sci J [Internet]. [cited 2023 Jun 7];40(2):104\u0026ndash;10. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25729590\u003c/li\u003e\n\u003cli\u003eGayef A, \u0026Ccedil;aylan A, Temiz SA. Learning styles of medical students and related factors. BMC Med Educ. 2023 Dec 1;23(1):282.\u003c/li\u003e\n\u003cli\u003eFahim A, Rehman S, Fayyaz F, Javed M, Alam MA, Rana S, et al. Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire. Biomed Res Int. 2021;2021.\u003c/li\u003e\n\u003cli\u003eShakeri F, Ghazanfarpour M, Malakoti N, Soleimani Houni M, Rajabzadeh Z, Saadat S. Learning Styles of Medical Students: A Systematic Review. Medical Education Bulletin [Internet]. 2022 Jun 1 [cited 2023 Jun 7];3(2):435\u0026ndash;50. Available from: https://www.medicaleducation-bulletin.ir/article_144485.html\u003c/li\u003e\n\u003cli\u003eRezigalla AA, Ahmed OY. Learning style preferences among medical students in the College of Medicine, University of Bisha, Saudi Arabia (2018). Adv Med Educ Pract [Internet]. 2019 [cited 2023 Jun 7];10:795. Available from: /pmc/articles/PMC6735654/\u003c/li\u003e\n\u003cli\u003eLujan HL, Dicarlo SE. First-year medical students prefer multiple learning styles. American Journal of Physiology - Advances in Physiology Education [Internet]. 2006 [cited 2023 Jun 7];30(1):13\u0026ndash;6. Available from: http://www.vark-learn.com/english/\u003c/li\u003e\n\u003cli\u003eAldosari MA, Aljabaa AH, Al-Sehaibany FS, Albarakati SF. Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire. Adv Med Educ Pract [Internet]. 2018 [cited 2023 Jun 7];9:179\u0026ndash;86. Available from: http://www.ncbi.nlm.nih.gov/pubmed/29593441\u003c/li\u003e\n\u003cli\u003eAlmigbal TH. Relationship between the learning style preferences of medical students and academic achievement. Saudi Med J. 2015;36(3):349\u0026ndash;55.\u003c/li\u003e\n\u003cli\u003ePradhan G, Singh P, Mendonca NL. Differences in Learning Style Preferences Between Pre-clinical and Para-clinical Medical Students. European Journal of Molecular \u0026amp; Clinical Medicine [Internet]. 2021 Oct 2 [cited 2023 Jun 7];7(10):4564\u0026ndash;9. Available from: https://ejmcm.com/article_15593.html\u003c/li\u003e\n\u003cli\u003eBalasubramaniam G, Indhu K. A Study of Learning Style Preferences among First Year Undergraduate Medical Students Using VARK Model. Education in Medicine Journal [Internet]. 2016 [cited 2023 Jun 7];8(4):15\u0026ndash;21. Available from: http://dx.doi.org/10.5959/eimj.v8i4.440\u003c/li\u003e\n\u003cli\u003eSengodan V, Iksan ZH. Students\u0026apos; learning styles and intrinsic motivation in learning mathematics. Asian Social Science. 2012;8(16):17\u0026ndash;23.\u003c/li\u003e\n\u003cli\u003eLi C, Yang Y, Jing Y. Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial. BMC Med Educ. 2022 Dec 1;22(1).\u003c/li\u003e\n\u003cli\u003eAkhlaghi N, \u0026hellip; HM\u0026hellip; evaluation for health, 2018 undefined. Does learning style preferences influence academic performance among dental students in Isfahan, Iran? synapse.koreamed.org [Internet]. [cited 2023 Jun 8]; Available from: https://synapse.koreamed.org/articles/1149083\u003c/li\u003e\n\u003cli\u003eZhang G, Chen C. A Study on the Relationship Between Learning Motivation and Learning Effectiveness of Personnel Based on Innovation Capability. Front Psychol. 2021 Oct\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 1: Demographic data of participants\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eFrequency (n=634)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003ePercent\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge in Years\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026lt; 20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e20 \u0026ndash; 25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e503\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e79.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026gt; 25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e12.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e200\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e12.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e300\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e15.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e203\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e32.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e183\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e28.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eLAUTECH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e200\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e31.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eUI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e434\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e68.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCourse\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eMedicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e543\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e85.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eDentistry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e14.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u003csup\u003eLAUTECH \u0026ndash; Ladoke Akintola University of Technology\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003csup\u003eUI \u0026ndash; University of Ibadan\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003csup\u003e\u003cstrong\u003eTable 2: VARK mode distribution among Participants N=634\u003c/strong\u003e\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; n=634\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnimodal (N=193)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eV\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eA\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eR\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eK\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eBimodal (N = 132)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; 30.4%\u003c/p\u003e\n \u003cp\u003e27.5\u003c/p\u003e\n \u003cp\u003e29.5\u003c/p\u003e\n \u003cp\u003e18.6\u003c/p\u003e\n \u003cp\u003e23.3\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;20.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVA\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e38.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVR\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e15.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAR\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e26.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e5.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eRK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e6.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTrimodal (N = 136)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;21.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVAR\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e51.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVAK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e17.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVRK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eARK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e20.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eQuadmodal (N=173)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;27.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVARK\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e173\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e634\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3: Learning Style Preference by Gender\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e0.102\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e33.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e20.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTrimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e20.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuadmodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e25.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFemale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e27.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e20.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTrimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e23.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuadmodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25.32051282051282%\" valign=\"top\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.83974358974359%\" valign=\"top\"\u003e\n \u003cp\u003e29.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.51923076923077%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4: Prevalent Unimodal Learning Modality by Gender\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eN = 193\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e0.740\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVisual\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e28.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAural\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e28.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eRead/Write\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e19.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eKinesthetic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e23.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFemale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eVisual\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e25.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAural\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e31.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eRead/Write\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e17.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eKinesthetic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e25.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5: Learning Style Preference by Institution\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercent\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e0.199\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e30.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e20.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTrimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e136\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e21.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuadmodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e173\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e27.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eLAUTECH\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e34.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e18.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTrimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e24.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuadmodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e23.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e28.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e21.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTrimodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e20.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuadmodal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e126\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e29.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003ep \u0026gt;0.05 for comparison of sensory modality preference by institution\u003c/p\u003e\n\u003cp\u003eTable 6: Prevalent Unimodal Learning Style by School\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eN = 193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eFrequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003ePercent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003ep\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eVisual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e27.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eAural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e29.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eRead/Write\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e18.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eKinesthetic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e24.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eLAUTECH\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eVisual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e14.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eAural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e17.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eRead/Write\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e17.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eKinesthetic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eUI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eVisual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e34.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eAural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e36.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eRead/Write\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003eKinesthetic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e10.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"25%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003ep \u0026lt; 0.001 shows a significant correlation between the institution and Unimodal Learning preference.\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eTable 7: Relationship between age, level, course of study and learning style \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"627\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003eUnimodal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003eBimodal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003eTrimodal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003eQuadmodal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003eCorrelation coefficient\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003eAge\u0026nbsp;(years)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026lt; 20\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e16 (29.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e9 (16.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e15 (27.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e14 (25.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e0.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e-0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e20 \u0026ndash; 25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e141 (28.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e117 (23.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e105 (20.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e140 (27.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026gt; 25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e36 (46.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e6 (7.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e16 (20.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e19 (24.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003eLevel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e200\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e23 (28.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e16(19.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e19 (23.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e24 (29.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e0.254\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e-0.045\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e300\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e20 (19.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e30 (29.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e18 (17.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e33 (32.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e65 (32.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e43 (21.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e45 (22.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e50 (24.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e63 (34.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e34 (18.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e41 (22.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e45 (24.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e22 (33.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e9 (13.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e13 (20.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e21 (32.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003eProgram\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003eMedicine\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e166 (30.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e112 (20.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e122 (22.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e143 (26.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e0.598\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e0.021\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.24203821656051%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.94267515923567%\" valign=\"top\"\u003e\n \u003cp\u003eDentistry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.420382165605096%\" valign=\"top\"\u003e\n \u003cp\u003e27 (29.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.987261146496815%\" valign=\"top\"\u003e\n \u003cp\u003e20 (22.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.464968152866241%\" valign=\"top\"\u003e\n \u003cp\u003e14 (15.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.490445859872612%\" valign=\"top\"\u003e\n \u003cp\u003e30 (33.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.121019108280255%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.331210191082803%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-medicine","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Medicine](https://link.springer.com/journal/44337)","snPcode":"44337","submissionUrl":"https://submission.springernature.com/new-submission/44337/3","title":"Discover Medicine","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Learning styles, medical students, southwest Nigeria","lastPublishedDoi":"10.21203/rs.3.rs-4637043/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4637043/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eIdentifying the learning style of medical students allows educational methods to be adapted to their learning style, leading to higher educational efficiency. This study aimed to assess the preferred learning styles of medical students at medical colleges in south-western Nigeria.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThe study was a cross-sectional survey design carried out among six hundred and thirty-four 200\u0026ndash;600 level medical and dental students in southwestern Nigeria. Data was collected using online and offline questionnaires. VARK was used as the study instrument, and data obtained were analyzed using SPSS version 25.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe majority of participants preferred unimodal style 193(30.4%) while some preferred more than one learning style, bimodal 132(20.8%), trimodal 136(21.4%), and quadmodal 173(27.2%). Unimodal learning styles between both Genders show a preference for Aural in Females (31.1%), while Visual (28.6%) and Aural (28.6%) are equally distributed in Males. Ladoke Akintola University of Technology (LAUTECH) respondents prefer the Kinesthetic learning style (50.0%), while University of Ibadan (UI) respondents prefer the Aural learning style (36.0%). Learning style shows no statistically significant relationship with age, gender, level and course of study.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eIdentifying students' learning style preferences is important to designing an effective educational curriculum. The individual characteristics, educational understanding, and methods/techniques that teachers consider during teaching also differ. Determining the methods and techniques to achieve the desired product level in education is essential in the learning/teaching process.\u003c/p\u003e","manuscriptTitle":"Assessment of Learning Style Preferences Among Medical Students of Universities in Southwest Nigeria: A Cross-Sectional Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-08-16 06:28:33","doi":"10.21203/rs.3.rs-4637043/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-07-29T09:23:26+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-07-28T05:26:58+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-07-27T14:52:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"320993716424674677087867071282159846813","date":"2024-07-27T14:31:00+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"186832007853132022356374599792063323064","date":"2024-07-27T14:20:25+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-07-22T13:12:59+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-07-22T12:49:19+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-07-22T03:51:18+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Medicine","date":"2024-06-25T14:05:45+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-medicine","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Medicine](https://link.springer.com/journal/44337)","snPcode":"44337","submissionUrl":"https://submission.springernature.com/new-submission/44337/3","title":"Discover Medicine","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d9267f2f-5982-4907-989b-661e9decfca5","owner":[],"postedDate":"August 16th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-06-06T11:38:25+00:00","versionOfRecord":[],"versionCreatedAt":"2024-08-16 06:28:33","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4637043","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4637043","identity":"rs-4637043","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}