. Ghobad Ramezani; . Azam Norouzi; . Seyed Kamran Soltani Arabshahi; . Zohreh Sohrabi; . Atefeh Zabihi Zazoli; . Shahrzad Saravani; . Ghadir Pourbairamian
Volume 12, Issue 7 , August 2022, , Pages 1-9
Abstract
BACKGROUND: Learners have various processing and understanding of the environment and issuesand choose different strategies for problem‑solving considering learning and studying approaches.The ...
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BACKGROUND: Learners have various processing and understanding of the environment and issuesand choose different strategies for problem‑solving considering learning and studying approaches.The purpose of this study was to examine medical students’ learning approaches and their associationwith academic performance and problem‑solving styles.MATERIALS AND METHODS: This study was conducted using the descriptive‑correlational method.The statistical population comprised medical students of Iran University of Medical Sciences duringthe academic year of 2019–2020. Of them, 168 subjects were chosen based on simple randomsampling and Morgan Table. Study tools include the Standard Approaches and Study Skills Inventoryfor Students (ASSIST) Questionnaire, which includes 18 items and a Likert five‑choice spectrum,and includes a deep, superficial, and strategic approach. Its reliability was determined by Cronbach’salpha of 0.81. Problem‑Solving Style Questionnaire developed by Cassidy and Long was used. Thisinstrument included 24 items and 6 components, and its reliability equaled 0.83, which was theirgrade point average. Data were analyzed using normality tests, paired t‑test, Pearson correlationcoefficient, and regression through SPSS 16 software.RESULTS: Results implied the positive and significant relationship between deep‑strategic approaches,problem‑solving styles, and academic performance of medical students (P < 0.001); furthermore,there was no significant difference between learning approaches based on gender (P > 0.001), whilethere was a significant difference between two groups in terms of problem‑solving styles (P < 0.001).CONCLUSION: Because deep and strategic approaches predict academic performance andproblem‑solving styles, the diagnostic assessment must be done at the beginning of the educationalprocess to determine the type of learners’ approaches. Such an evaluation can be used to implementinstructional strategies and educational designs to improve the academic performance of students.