Exploring the Role of Learning Styles and Motivation in Medical Student Engagement and Academic Performance: A Mixed Methods Study.

Abstract

Background: Although numerous studies have examined the relationship between learning styles and factors such as gender, academic performance, and participation, no research has been found that comprehensively investigates the interplay between learning styles, motivation (intrinsic and extrinsic), and academic performance across diverse educational activities. This study aims to explore the influence of different learning styles and motivations (intrinsic and extrinsic) on medical students' engagement and academic performance. Methods: Using a mixed-methods approach, the study combined quantitative data from 169 medical students with qualitative insights from focus groups and in-depth interviews with 27 participants. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were thematically analyzed. Results: Findings revealed no significant direct relationship between learning styles and academic performance. However, intrinsic motivation was strongly associated with higher academic achievement. Female students showed a notable preference for visual and kinesthetic learning styles. Practical, hands-on educational activities, such as laboratory work and simulations, were linked to greater engagement, particularly for kinesthetic and visual learners. Students emphasized the importance of personalized feedback and diverse teaching methods in enhancing motivation. Conclusion: While learning styles alone do not predict academic performance, motivation, especially intrinsic motivation, plays a critical role in student achievement. The findings highlight the importance of using interactive and varied teaching methods that cater to different learning styles and foster motivation. Medical curricula should focus not only on accommodating diverse learning styles but also on strategies to enhance intrinsic motivation to improve academic outcomes.