UNIVERSITY OF SANTO TOMAS COLLEGE OF NURSING

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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.

UNIVERSITY OF SANTO TOMAS COLLEGE OF NURSING

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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 of
the 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

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