Learning Styles in Audiology and Audiometry: A Comparative Study

Objective: This study aims to investigate the learning styles of students enrolled in audiology and audiometry education programs and to compare their distribution across different academic groups.

Methods: This cross-sectional study was conducted at Trakya University during the 2023-2024 spring semester. The sample consisted of 283 students who completed the Kolb Learning Style Inventory III and a demographic questionnaire. Participants were divided into 3 groups: the first group consisted of audiometry associate degree students, the second group included first- and second-year audiology undergraduate students, and the third group included third- and fourth-year audiology undergraduate students. Chi-square analysis was used to compare the distribution of learning styles among the groups. One-way ANOVA and post-hoc Tukey HSD tests were used to compare mean age as a demographic variable across groups.

Results: Among all participants, the most common learning style was Diverging (61.84%), followed by Accommodating (23.3%). Converging and Assimilating learning styles were observed less frequently. No statistically significant difference was found between the groups regarding the distribution of learning styles (χ²(6) = 0.26, P = .968).

Conclusion: Audiology and audiometry students share similar learning styles, primarily Diverging, which aligns well with the field’s demand for strong observational skills. However, this style may be associated with perceived challenges in rapid decision-making and leadership in certain clinical contexts. This study concludes that instructional approaches may benefit from alignment. To enhance professional competence, educational strategies should leverage students’ observational strengths while actively developing their decision-making capabilities, for instance, through simulation-based training.

Cite this article as: Taş M, Arslan M, Arslan GH, Yılmaz Ş. Learning styles in audiology and audiometry: A comparative study. Arch Health Sci Res. 2026, 13, 0285, doi: 10.5152/ArcHealthSciRes.2026.25285.