Background: Learning styles are one of the different learning strategies used by students to enhance their academic performance. Medical education is linked with high stress among students There is little evidence regarding the association of stress and learning styles with the academic grades in Pakistan.
Objective: To determine the association of learning styles and stress with academic performance, preferred learning style among final year Physical Therapy students and their level of stress.
Methodology: A cross sectional study was conducted among 171 final year Physical Therapy students of Shifa Tameer-e-Millat University, Riphah international university, Rawalpindi medical college & Margalla institute of health sciences from 15 July to 15 December 2017. The population was selected using non-probability convenient sampling. Final year physical therapy students who were unmarried and with age ranging from 18-25 were included whereas students who were clinically diagnosed with depression and a learning disability including dyslexia were excluded. Standard questionnaire VARK (Visual, Aural, Read & Write & kinesthetic) was used to determine the preferred learning style and PSS (Perceived stress scale) was used to determine the level of stress among students. The results were analyzed using SPSS Version 21.0.
Results: The preferred learning style among Physical Therapy students was Unimodal [54 out of 171(31.6%)] followed by Bimodal [53 out of 171 (31%)]. The statistical analysis showed no significant association between learning style and stress with academic performance (P>0.05).
Conclusion: Preferred learning styles of Physical Therapy students were unimodal and bimodal, stress levels were moderate among students and there was no association between learning styles and stress with students’ academic performance.
Learning styles, academic performance, stress, Physical Therapy, Students
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