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Introduction <p>Pharmacy education has a very important role in determining the quality of pharmacy graduates who will work as pharmacists in the near future. Students’ preferred learning styles is an important consideration for an effective and high-quality teaching and learning process. The main aim was to assess undergraduate pharmacy students’ learning styles and teaching technique preferences.</p> Methods <p>This was a cross-sectional survey conducted among undergraduate pharmacy students at University of Nigeria, Nsukka using a validated self-administered Pharmacists’ Inventory Learning Styles (PILS) and teaching methodologies questionnaire. Data collected were analysed using IBM Statistical Products and Service Solution (SPSS) for Windows, Version 23. Descriptive statistics (frequencies, percentage, mean and standard deviation) were used to describe the data. Inferential statistics (Chi-square) was also performed. Statistical significance was set as <i>p</i>-value &lt; 0.05.</p> Results <p>A total of 1245 students completed the questionnaire (giving a response rate of 95.76%). Most of the respondents were male (53.4%) and were between 21 and 23 years of age (43.2%). The preferred dominant learning styles among pharmacy students was assimilator (63.1%), while the preferred secondary learning styles were converger (31.9%). The most preferred teaching methodology was demonstration on a model (4.26 ± 0.88). Dominant learning styles were associated with gender (<i>p</i> = 0.046), class level (<i>p</i> = 0.011), and residence (<i>p</i> = 0.044).</p> Conclusion <p>The most preferred learning styles among University of Nigeria pharmacy students were assimilators (dominant) and converger (secondary) learning styles, and the most preferred teaching methodologies were demonstration on models and interactive lectures.</p>

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Pharmacy students’ preferred learning styles and teaching methodologies in a Nigerian university

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  • 发表日期：

    2026年7月21日

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  • Chigozie Gloria Anene-Okeke,
  • Chinelo Nneka Ikeanyi,
  • Nneka Uchenna Igboeli

摘要

Introduction

Pharmacy education has a very important role in determining the quality of pharmacy graduates who will work as pharmacists in the near future. Students’ preferred learning styles is an important consideration for an effective and high-quality teaching and learning process. The main aim was to assess undergraduate pharmacy students’ learning styles and teaching technique preferences.

Methods

This was a cross-sectional survey conducted among undergraduate pharmacy students at University of Nigeria, Nsukka using a validated self-administered Pharmacists’ Inventory Learning Styles (PILS) and teaching methodologies questionnaire. Data collected were analysed using IBM Statistical Products and Service Solution (SPSS) for Windows, Version 23. Descriptive statistics (frequencies, percentage, mean and standard deviation) were used to describe the data. Inferential statistics (Chi-square) was also performed. Statistical significance was set as p-value < 0.05.

Results

A total of 1245 students completed the questionnaire (giving a response rate of 95.76%). Most of the respondents were male (53.4%) and were between 21 and 23 years of age (43.2%). The preferred dominant learning styles among pharmacy students was assimilator (63.1%), while the preferred secondary learning styles were converger (31.9%). The most preferred teaching methodology was demonstration on a model (4.26 ± 0.88). Dominant learning styles were associated with gender (p = 0.046), class level (p = 0.011), and residence (p = 0.044).

Conclusion

The most preferred learning styles among University of Nigeria pharmacy students were assimilators (dominant) and converger (secondary) learning styles, and the most preferred teaching methodologies were demonstration on models and interactive lectures.