The Impact of Multisensory Instruction on Geosciences Learning and Students’ Motivation

Fábio Miguel Ferreira,Clara Vasconcelos

doi:10.3390/geosciences10110467

Abstract

We live in a multisensory world. However, in classrooms, unisensory approaches are preferred, although they are unnatural and usually demotivating for youngsters. We conducted this mix-method study to investigate the possible effects of a multisensory approach on geosciences learning among students at a primary school in Porto, Portugal. The cognitive outcome was assessed using a pre/post-test design, while motivation and other attitudinal parameters were studied using an anonymous questionnaire. The results revealed a higher mean score in post-tests for students attending multisensory classes and high levels of motivation. Therefore, we consider that multisensory instruction has a positive impact on geosciences learning and motivation, and proper measures should be adopted to propel its full and optimal application in schools.

Highlights

That was first proven by Orton in the 1920s [1], who recorded the use of multisensory techniques in dyslexia, involving visual, auditory, and kinesthetic modalities with great results on overcoming dyslexic reading problems
The main purpose of this study was to explore the relative effectiveness on cognitive performance and the motivation of two modes of instruction—multisensory instruction and traditional instruction based on textbook written exercises—on grade 9 students, while aiming to meet the UN’s global request
To answer the question proposed, and determine whether there is a significant difference between both groups of students, i.e., between a traditional lesson based on the individual resolution of written exercises and an unconventional lesson built on multisensory strategies, the scores obtained for each of the groups on the pre- and post-tests were analyzed

Summary

Introduction

Even at a more theoretical level, listening and writing would hardly be enough for most students to achieve a greater level of knowledge, or it would be more difficult. That is because such a scenario is not natural to us. Several multisensory techniques have been developed to facilitate learning in people with visual or hearing difficulties [2]. Still, teaching is yet generally conceived as didactic, with information being passed down by the educator, and ignoring the power of graphical tools and movement, for example This mode of teaching usually generates many alternative concepts in children that are difficult to eradicate [4]

Objectives

Methods

Results

Discussion

Conclusion