Learning styles of 3rd year genetics students and their affection and perception of effectiveness of a range of instructional modes

Abstract

Different students come into our classes with different past learning experiences with diverse backgrounds. They have acquired their preferred way to assimilating information and have settled into a mode of learning that is most effective for them. Teaching them in using a single dimensional approach inevitably will only facilitate effective learning to a small population of the student cohort. A questionnaire was administered to ascertain the range of preferred learning styles of a cohort of third year genetics students in an effort to understand the diversity of their learning styles and to fine tune instructional modes for the coming year. The questionnaire assessed the preferred sensory modes in which the students choose in the way they perceive, process and acquire information. Through a series of lectures, use of multi-media and guided inquiry case studies, group discussion and group presentation, students were also able to provide additional feedback as to the mode of instructional activity which they perceived that they enjoy and is most effective in learning human molecular genetics. This paper analyses the correlation of gender and the different learning styles of these students, the preference and perceived effectiveness of a range of instructional activities. Based of these findings a number of recommendations for improvements to instructional are also discussed.