Academic Achievement Research Paper

Academic achievement has always been a matter of special attention and consideration for educational systems, and the degree of academic achievement has been a criterion for evaluation and efficiency of educational systems. Investigation of the factors influencing the academic achievement of students is a major research topic. Several factors affect the academic achievement of students, including teaching methods, age, gender, professors, socio-economic factors, etc. In this regard, learning styles and information seeking anxiety are among the factors that have a significant effect on academic achievement. Increasing student satisfaction from curriculum and teaching is a serious challenge for university professors. Bertolami believes that the

There have been contradictory results about learning styles and academic achievement (13); however, in general, it has been accepted that people 's learning styles influence their performance and learning outcomes (2). The university is also a remarkable learning environment for students. In the meantime, medical students are faced with a variety of stressors, so that they progress through a competitive program with an occupational and often tedious orientation. However, learning in this milieu is associated with challenges that cause anxiety and stress in students. A high level of anxiety can affect students ' academic performance and cause obvious threats to the success of the educational and clinical cycle. Moreover, some contradictions of results as well as deficiencies in the design of studies have revealed the gap in the knowledge available in this field. Therefore, the present study aimed to investigate the relationship between learning styles and information seeking anxiety with the academic achievement of medical students in Behbahan University of Medical

The number of faculty members was 382, and the sample size was calculated 181 from the Morgan table (14). Simple random sampling method was used to give all students an equal chance of participation. The data were collected using Kolb’s questionnaire on learning styles and Information Seeking Anxiety Scale (ISAS) by Erfanmanesh (15).

The validity and reliability of it have been confirmed in various texts, including Methilo & Plassito, in which Cronbach 's alpha has been equal to 0.73-0.78. Several versions of the questionnaire have been used over the past few years, and their validity and reliability have been verified (16). Moreover, in Iranian sources, Kalbasi et al. research calculated Cronbach 's alpha in various learning areas equal to 0.7-0.9 (Kalbasi).

ISAS was developed by Erfanmanesh, Abrizah, and Karim (17). The reliability of this tool in Iran was 0.9, which indicated the high reliability of it