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UNIVERSITY OF SANTO TOMAS COLLEGE OF NURSING PAGE i

ACKNOWLEDGEMENT

We would like to express our special appreciation and thanks to our

advisor Asst. Prof. Mila Delia M. Llanes, PhD, RN, you have been a tremendous

mentor for us. We would like to give our warmest thank you for encouraging our

research and for your advice on both research as well as on our career. A special

thanks to our family. Words cannot express how grateful we are to our parents.

Your prayer for us was what sustained us in accomplishing our thesis.

We would also like to thank all our friends who supported us in writing,

data gathersing and accomplishing our goal. We would like to give our most

gratitude to Ms. Melanie Turingan for being our statistician and giving us words

of encouragement.

And most of all, we thank our Almighty Father for giving us the talents

and knowledge that equipped us in our whole research journey.

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UNIVERSITY OF SANTO TOMAS COLLEGE OF NURSING PAGE ii

ABSTRACT

Introduction:Favorable academic outcomes are influenced by a well-structured

curriculum and appropriate goal-setting which includes selecting teaching

strategies that will cater to students learning styles. Learning style is the method

of understanding and comprehending information. Determining the learning styles

of students would contribute to better information retention. Clustering students

according to their preferred learning styles is important. The aim of the study was

to determine the relationship among learning styles and year level and gender of

nursing students.

Methodology:Stratified random sampling was utilized to recruit participants ofthe study. The total population was grouped according to year level. Sixty

students (30 per gender) were recruited per level. Ethical approval from Ethics

Review Board was secured in order to protect the identity of the participants.

Statistical Package for the Social Sciences (SPSS) version 21 using Chi-square

statistical analysis tool was used to analyze all the gathered data

Results:Kinesthetic was the dominant learning style among the first year to third

year male nursing students while Multimodal was the most dominant among the

fourth year male students. Aural learning was the dominant learning style among

first and second year female nursing students while Multimodal was the most

dominant among third and fourth year female nursing students.

Analysis: There was no significant relationship between learning styles and

gender (p=0.131) however, a significant relationship was found between learning

styles and year level (p=0.022).

Discussion: Results showed that as nursing students accelerated into higher year

level, their learning style from being unimodal became multimodal. Educators

should utilize teaching strategies that would cater to the preferred learning style/s

to the specific year level of nursing students.

Keywords:learning styles, nursing students, chi-square