Kinaesthetic Learning Style Research Articles

Visual-spatial Intelligence and Learning Modality Preference for Neuroanatomy Comprehension Among Medical Students

Neuroanatomy comprehension, an essential aspect of medical education, is important for understanding and diagnosing neurological cases. However, neuroanatomy is perceived as one of the most difficult subjects, thus contributing to the prevalence of neurophobia among medical students worldwide. This cross-sectional observational analytic study aimed to investigate the association of visual-spatial intelligence (VSI) levels and learning modality preferences with neuroanatomical comprehension levels among 229 freshman medical students of Universitas Sebelas Maret (UNS), Indonesia. VSI level was measured using the Revised Purdue Spatial Visualization Test: Visualization of Rotations (PSVT:R); learning modality preference using the VAK or visual (V), auditory (A), and kinaesthetic (K) learning styles survey; and neuroanatomical comprehension level using neuroanatomy final examination. The results show a significant correlation between VSI and comprehension of neuroanatomy (r = 0.229; p < 0.0001), with notable differences in learning modality preferences. Students with visual preferences (V, VA, VK, and VAK) exhibited higher neuroanatomical comprehension compared to those without visual preferences (A, K, and AK). Visual learning modality preference was a significant predictor of VSI (β = 0.206; p = 0.006) and neuroanatomy comprehension (β = 0.161; p = 0.033), and VSI was a significant predictor of neuroanatomy comprehension (β = 0.305; p < 0.0001). This study highlights the importance of considering VSI and learning modality preference in the context of neuroanatomy comprehension among medical students.

Students’ Mathematical Representation Ability in Cooperative Learning Type of Reciprocal Peer Tutoring from Learning Style

This study aims to analyze whether the Cooperative Learning type of Reciprocal Peer Tutoring (RPT) is effective in enhancing students' mathematical representation abilities, whether it is more effective than PBL in enhancing students' mathematical representation abilities, how learning styles influence students' mathematical representation abilities in Cooperative Learning type of RPT, and to describe the ability of mathematical representation in terms of learning styles in Cooperative Learning type of RPT. The research method used was a mixed method, and the design used was sequential explanatory. The sampling technique used was random sampling by class. The results showed that: (1) the ability of mathematical representation in the Cooperative Learning type of RPT achieved classical completeness; (2) the average mathematical representation ability in the Cooperative Learning type of RPT was higher than that of PBL; (3) the proportion of completeness of mathematical representation ability in Cooperative Learning type of RPT was higher than that of the PBL class, indicating that Cooperative Learning type of RPT is more effective in enhancing mathematical representation abilities; and (4) there is a positive influence of learning styles on students' mathematical representation ability in Cooperative Learning type of RPT. Subjects with visual learning styles are able to fulfill visual and verbal indicators and tend to be able to fulfill symbolic indicators. Subjects with auditory learning styles tend to be able to fulfill visual and symbolic indicators but tend to be less able to fulfill verbal indicators. Subjects with kinaesthetic learning styles are able to meet visual indicators.

The learning preferences of aspiring orthopaedic surgeons in the UK.

The workload of orthopaedic trainees is rapidly increasing at the expense of training. Trainees are expected to assimilate large quantities of information efficiently. This prospective cohort study explores the learning styles, resource preferences and educational needs of aspiring orthopaedic trainees. A 21-item questionnaire was distributed to delegates of an orthopaedic teaching series. Data were obtained pertaining to demographics, visual, aural, read/write and kinaesthetic learning styles, study materials used and teaching exposure. Participants had a strong preference for visual (48.0%) and kinaesthetic (43.0%) learning modalities. Most participants prepared for written exams using online question banks (85.9%), clinical exams using question banks (37.5%) and discussion with colleagues (27.3%), and surgical procedures intraoperatively (43.8%). Only 12.4% of participants felt the teaching they received was consistently adapted to their visual, aural, read/write or kinaesthetic learning preference. The surgical landscape is rapidly changing. It is vital that trainers take into consideration how budding orthopaedic surgeons learn and make the relevant accommodations, to ensure optimal learning.

Applying adaptive learning by integrating semantic and machine learning in proposing student assessment model

<p>Adaptive learning is one of the most widely used data driven approach to teaching and it received an increasing attention over the last decade. It aims to meet the student’s characteristics by tailoring learning courses materials and assessment methods. In order to determine the student’s characteristics, we need to detect their learning styles according to visual, auditory or kinaesthetic (VAK) learning style. In this research, an integrated model that utilizes both semantic and machine learning clustering methods is developed in order to cluster students to detect their learning styles and recommend suitable assessment method(s) accordingly. In order to measure the effectiveness of the proposed model, a set of experiments were conducted on real dataset (Open University Learning Analytics Dataset). Experiments showed that the proposed model is able to cluster students according to their different learning activities with an accuracy that exceeds 95% and predict their relative assessment method(s) with an average accuracy equals to 93%.</p>

LEARNING STYLES OF SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA: IMPLICATIONS FOR GUIDANCE AND COUNSELLING

Understanding a student’s learning style preference is an important consideration when designing classroom instruction. This study investigated learning styles of secondary school students and their implication for guidance and counselling in Awka Education zone, Anambra State. The study adopted a descriptive survey research design. A multi-stage sampling procedure was adopted and used in selecting a sample size of 1,241 students from a population of 6,279 students in public secondary schools. A validated questionnaire titled, Learning Style Questionnaire was used to collect data for the study. The questionnaire has reliability coefficient alphas of 0.68, 0.64 and 0.77 on each of the learning style cluster. The questionnaire was administered through direct delivery approach. Data was collected and analysed using percentages. The findings revealed that majority of the students have good visual, auditory and kinaesthetic learning styles. Based on the findings, the following recommendations among others were made that school guidance counsellors should take into account the students ‘diverse learning styles in order to design counselling strategies that take care of those diversities and remain sensitive of such during their learning process.

Relationship between Learning Styles and Mathematics Academic Achievement of Secondary School Students in Awka Education Zone

Academic achievement of students occupies a very important position in learning process, thus, understanding its relationship with student’s learning style preference is an important consideration when designing classroom instruction. This study determined the relationship between learning styles and students’ Mathematics academic achievement in Awka Education zone, Anambra State. The study adopted a correlational research design. A multi-stage sampling procedure was adopted and used in selecting a sample size of 1,241 students from a population of 6,279 students in public secondary schools. A validated questionnaire titled, Learning Style Questionnaire was used to collect data for the study. The questionnaire has reliability coefficient alphas of 0.68, 0.64 and 0.77 on each of the learning style cluster. The questionnaire was administered through direct delivery approach. Data was collected and analysed using percentages and Pearson Product Moment Correlation Coefficient. Findings from the study revealed among others that; there is very low negative relationship existing between the secondary school students’ visual learning style and their achievements in Mathematics in Anambra State; there is very low negative relationship existing between the students’ auditory and kinesthetic learning style and their achievements in Mathematics in secondary schools. Similarly, the findings revealed that the relationship existing between the secondary school students’ visual, auditory and kinaesthetic learning style and their achievements in Mathematics is not significant. Based on the findings, the following recommendations among others were made that teachers should take into account their students ‘diverse learning styles in order to design instructional methods that take care of those diversities and remain sensitive of such during the instruction process.

Learning styles and vocabulary learning by Iranian undergraduate EFL learners

Each English as a foreign language (EFL) learner may have a particular learning style which may affect the mastering of new language skills and components, one of which is vocabulary. The current study aims to find out the preferred learning style(s) of Iranian undergraduate EFL learners and their achievement in the vocabulary test. Forty-four undergraduate students took part in the study. visual, auditory, reading/writing and kinaesthetic learning style questionnaires and the teacher developed test of vocabulary were used in this study. The validity and reliability of the learning style questionnaire and the teacher developed test of vocabulary were determined. The data were collected and analysed using appropriate statistical analyses including descriptive statistics and one way analysis of variance. The results indicated that the participants were mainly auditory learners. Moreover, it was found that visual and multimodal learners had the best performances on the vocabulary test. Keywords: Learning style, vocabulary learning, undergraduate EFL learners.

STUDENTS’ PERCEPTUAL ENGLISH LEARNING STYLE; MAJOR AND MINOR PREFERENCES IN HIGHER EDUCATION

Every students have different ways in collecting, processing, and understanding information. Those refers to the preferences of students in learning or known as learning styles. Therefore, this study aimed to identify and recognize the students’ major and minor perceptual learning style preferences in English Education Department at Universitas Sulawesi Barat. This research was used quantitative approach by using survey design. This research was conducted in English Education Department at Universitas Sulawesi Barat with 79 respondents or college students who were selected by Saturated sampling. The data of this research were collected by using Reid’s (1987) Perceptual Learning Style Preferences Questionnaire (PLSPQ). The data were analysed with self-scoring based on Reid (1978) and descriptive statistic by using SPSS Software Statistic Version 20. The findings of the research shows the averages of the learning style of college students in English Education Department at Universitas Sulawesi Barat the year 2019 was categorized as none major perceptual learning styles preference. On the other hand, they were categorized as minor perceptual learning styles preference, in which kinaesthetic learning style had highest mean with (37.84) than another learning style, and followed by group learning style with mean (37.67), tactile with mean (36.91), auditory with mean (36.55), visual with mean (35.87), and individual learning style with mean (34.73). Even though they were categorized as minor perceptual learning styles preference, but the students still be able to learn better by their high minor condition.

Visual learning style-based chemistry mental model representation through transformative online learning

Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

Relational Thinking of College Students in Solving Recurrence Relation Problems Using Hanoi Tower Props

The purpose of this study is to describe how college students with visual, auditory, and kinaesthetic learning style think relationally in solving recurrence relation problems using the tower of Hanoi. This study is an exploratory with a qualitative descriptive approach. It began by the provision of a mathematics ability test and a learning style questionnaire to obtain three subjects, each of which had a different learning style but equivalent mathematics ability. Next, the three subjects were given problem-solving tasks and interviewed twice. Time triangulation is used to check the consistency of the data. After the validity of the data had been confirmed, the analyses were executed. The data analysis stage of this study consists of five stages: data categorisation, data reduction, data presentation, data interpretation, and conclusion. The result shows that all three subjects met the four indicators of relational thinking, were Understand the problem, make a plan completion, carry out the completion plan, and recheck completion but only the kinaesthetic subject managed to find the final answer.

Auditory and kinaesthetic learning styles and L2 achievement: A correlational study

This study investigated undergraduate non-English major university students’ auditory and kinaesthetic learning styles and their relationships to second language (L2) achievement in English. It was conducted to resolve the conflicting findings in the literature on the directions and strength of the relationships between learners’ learning styles and their achievements and to investigate the field in relatively under-researched Indonesian participants. The study used a survey as the method of data collection and found out that learners used auditory slightly more dominantly from kinaesthetic, yet both learning styles were merely used at low to moderate levels. The study further found very weak and statistically not significant associations between these learning styles and L2 achievements, suggesting that contrary to various learning theories highlighting the importance of learners’ learning styles in L2 learning, these learning styles may not be an important determinant of L2 achievement. Based on the findings, possible future studies are suggested concerning the implications, contributions, and limitations of the study.

Learning Styles Preferences Using Fuzzy Logic System

Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.

Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

A Concept of Visual Programming Tool for Learning VHDL

Due to the COVID-19 pandemic, distance education starts playing a crucial role in higher education and the need for development of educational tools, helping the students learn better at home cannot be ignored. Teaching programming languages online is a complicated task and when the course subject is programmable logic design through Hardware Description Languages (HDLs), online teaching becomes a complex challenge. In this paper is presented a concept of a training environment that uses the visual programing technique to help the students create VHDL models of various digital devices. The students construct VHDL models by combining simple visual objects while the environment is providing guidance in real time and is preventing a wrong match of VHDL operators and signals. The strategy for building a model of a compex digital circuit by moving and connecting visual objects will help the students with visual kinaesthetic learning style to internalize the concept and the structure of the VHDL model. The training environment will benefit mostly the students, learning in distance mode, but it is also useful for face-to-face students, who find it difficult to assimilate the specifics of VHDL modelling.

Learning Styles, Motivation to Learn and Academic Performance of Grade Five Pupils

This study was conducted to determine the level of learning styles, motivation to learn and academic performance of the Grade Five pupils. The relationship between the learning styles and academic performance was correlated as well as the relationship between motivation to learn and academic performance. The findings of the study served as bases for a proposed plan. This study utilized a descriptive-correlational design using the quantitative approach of research. It described, measured and interpreted the gathered data to provide answer to the sub problem. The method showed a descriptive task presenting the level of learning styles, motivation to learn and how the two affect the academic performance of the pupils. The result involved varied information regarding the present situations in the class. This also surveyed and assessed the data collected to come up with programs that are vital to the educational needs of the new generations of pupils. The study primarily involved the Grade Five pupils with different learning styles, motivation to learn and academic performance. The participants were the thirty seven (37) pupils of Juaton Elementary School that were under the advisory of the researcher. Purposive sampling was used to determine the target respondents in schools. The Grade Five pupils scored very high in visual and auditory learning styles while low in verbal and kinaesthetic learning styles. The overall mean of the four learning styles is high. The mean of their level of motivation is high. Their academic performance is satisfactory.

STUDENTS’ PERSONAL CHARACTERISTICS AND DIFFERENCES IN THEIR LEARNING STYLE PREFERENCES IN PUBLIC COLLEGES OF EDUCATION IN THE CENTRAL-WESTERN ZONE OF GHANA

The study investigated the differences in learning style preferences of students of public Colleges of Education (CoEs) in the Central-Western Zone of Ghana based on their personal characteristics (sex, level of study and college setting), and how these personal characteristics influence the students’ choice of learning style preference. The study adopted the cross-sectional survey design. Purposive and random sampling techniques were used to sample 1,396 students from five public CoEs. Frequencies with percentages, independent samples t-test, and regression and ANOVA were used to analyse the data. Generally, a combination of visual, auditory and kinaesthetic learning styles were preferred by the students. Statistically significant differences in the learning style preferences of the students in terms of their sex and setting of college were observed. However, there were no statistically significant differences in the students’ learning style preferences based on their level of study. Again, a statistically significant positive influence of students’ demographic variables on their learning style preferences was established even though the influence was very small. It was concluded that most of the students prefer the use of more than one learning style, and so tutors must comprehend differentiated learning of their students in order to adopt different teaching and assessment techniques to suit the learning needs of the students. It was recommended among others that tutors should encourage students to adopt multiple learning styles and effective study habits to enhance their academic endeavours. Article DOI: https://dx.doi.org/10.20319/pijss.2019.51.592608 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Experimentation with Realistic Mathematic Education Learning Approach to Problem Solving Skills on Social Arithmetic Material From Learning Style

The purpose of this research is to know the difference in problem-solving skills in social arithmetic material is reviewed from the learning style and which learning style has the best problem solving ability. The type of research used is the QUASI experiment. This study was conducted at MTS Putri NW Narmada 2018/2019 school year. The population in this study is all students of MTS Putri NW Narmada. Sampling techniques using Cluster Random Sampling, the sample used is Class VII F. Data collected with tests and tested with ANAVA one way. The results of the study stated that: Students with auditory, visual, and kinaesthetic learning styles have different mathematical problem solving skills. To further need a further test post Anava with Scheffe method. From the average comparison test results The average between the row and the column obtained the conclusion as follows: (1) in a double-comparison test between students with visual and auditory learning style of Ho received. Because Ho is accepted, students who have a visual and auditory learning style have the same problem solving skills. 2 In the double comparison test between students with auditory and kinaesthetic learning style is accepted by Ho. Since Ho is accepted, students with kinaesthetic and auditory learning styles have the same problem solving skills. 3 In the double comparison test between students with visual and kinaesthetic learning Styles Ho was rejected. Because Ho is rejected, there is a difference in problem solving skills between students with kinaesthetic learning style with students of visual learning style.

Saudi EFL Learners’ Perceptual Learning-Style Preferences

Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.

The influence of TAPPS technique on students’ problem solving abilities

This research aimed at investigating the influence of thinking aloud pair problem solving (TAPPS) technique toward the students’ abilities in problem solving, based on gender and learning styles. This research was conducted at grade eight in a middle school in Padang, West Sumatra Indonesia, using a quasi experimental method. The sample of the research was two groups of the students that have been selected randomly. Data were collected through questionnaire and test. Mann Whitney U and Kruskal Wallis tests were used in analyzing the data. The results of the research show that 1) problem solving abilities of the students who have been taught using TAPPS technique is significantly higher than those who have been taught using conventional technique; 2) problem solving abilities of female students is significantly higher than male students; 3) the students who has visual learning style are better than those who has auditory and kinaesthetic learning styles in problem solving abilities; 4) there is no interaction between the techniques and gender nor learning styles in influencing the problem solving abilities of the students. It can be concluded that the TAPPS technique gives significant influence on students’ problem solving abilities based on gender and learning styles.

Evaluating Students’ Personality and Learning Styles in Higher Education: Pedagogical Considerations

The study investigates the relationship between students’ personality traits and learning styles in an institution of higher learning in Brunei Darussalam. A quantitative survey, based on a random sampling approach was used to conduct the study. Questionnaires from ninety respondents were received and analysed using Chi-square test. Big-Five (OCEAN) personality theory and VARK learning styles were used to study the dominant personality trait and learning style. The results show that openness and agreeableness was the dominant personality trait. In addition, the extraversion personality trait has no relationship with any of the learning styles. On the other hand, a strong correlation exists between both openness to experience and the agreeableness personality trait with kinaesthetic learning style that further suggests that students who are more open and accept discussions are ready to learn when it involves teaching/learning based on a hands-on practical approach and as such learn by doing. Similarly, students with a conscientiousness personality have reading as their dominant learning style. Finally, the relationship between neuroticism and visual learning style are significant. Knowing students’ learning style further helps educators to develop an effective teaching/ learning style as a rewarding one other than focusing on the traditional classroom environment. https://doi.org/10.26803/ijlter.18.7. 10