Kinesthetic Style Research Articles

Navigating educational transformation: Understanding learning styles’ preferences of Egyptian students in the post-pandemic era

This study investigated the Learning style preferences of Egyptian EFL learners post-COVID-19. It aims to examine differences emerging in multimodal and bimodal learning preferences based on demographic variables of age and gender and consider the cultural educational context in Egypt during and post the pandemic era. Utilizing the VARK Model, Mayor’s Multimodal Learning Theory, and the Connectivism Learning Theory a survey comprising 19 questions was disseminated to 211 Egyptian EFL students from various age groups. Findings reveal a predominant preference for multimodal learning, particularly visual and read/write styles, with significant variations between genders. Female learners exhibited a stronger inclination towards kinesthetic styles, while males preferred visual methods. Younger learners and female students showed a stronger preference toward the multimodal approach that integrates technology-mediated learning, whereas older students and male learners were in favor of the more traditional modes of learning. The study highlights the importance of integrating traditional instruction wit multimedia resources, particularly for younger learners who thrive in interactive settings. Recommendations include encouraging collaboration between public and private educational sectors, increase the community services and initiatives for community-based learning to address the diverse needs of unprivileged learners. The study advocates for an innovative and holistic teaching approach to enhance engagement and motivation, achieve quality education, and cultivate an informed, skilled generation capable of contributing to the sustainable future of Egypt 2030.

Learning styles According to the VARK Model among Intermediate Female School Students

The aim is to identify learning styles according to the VARK model among intermediate female school students. To achieve the objectives of the research, the descriptive method was used. The research sample consisted of 525 female students from morning intermediate and secondary schools for girls in the Al-Majr district, which is part of the General Directorate of Education in Maysan Governorate/Amarah. The research tool, consisting of 28 items, was prepared. The results showed that the research sample preferred the visual style, which ranked first and was the most used when studying mathematics. Regarding their use of VARK model learning styles according to the grade level variable, it was found that there is a difference. The result for the visual style indicated a significance in favor of the first grade. The verbal style showed a significance in favor of the second grade. The kinesthetic style showed a significance in favor of the third grade. However, for the auditory style, no difference was found according to the grade level.

Analysis of Students' Mathematical Concept Understanding Ability on Circle Material Based on Learning Style

This research aims to analyze students' mathematical concept understanding ability in solving circle material problems by considering learning styles. The method used in this research is qualitative method with descriptive approach. This research was conducted on students of class XI Culinary 1 at SMKN 6 Semarang which amounted to 36 students. Data were collected through mathematical concept understanding test and student learning style questionnaire. The subjects in this study were three students who represented each student's learning style. The techniques used to collect data were observation, mathematical concept understanding ability test, interview and documentation. The results showed variations in learning styles and variations in students' mathematical concept understanding abilities in solving circle material problems. Learners with visual and auditory learning styles tend to have better understanding abilities in solving the problem, while learners with kinesthetic styles show different patterns. So it can be concluded that the learning style of learners can affect students' mathematical understanding ability in solving circle material problems, therefore the importance of recognizing the learning style of students in the mathematics learning process. Each learner with a different learning style has a different mathematical concept understanding ability, so an approach that is in accordance with the characteristics of learners is needed to improve students' mathematical concept understanding ability.

Visualizing Learning: Evolution of Styles and Pedagogical Strategies in Teacher Education

This study investigates the relationship between learning styles and the teaching-learning process in university students of Primary Education, utilizing the Felder and Silverman model. A descriptive and statistical analysis of learning styles (visual, auditory, and kinesthetic) among 157 students was conducted using Google Forms surveys and SPSS analysis. The results show a predominance of the visual style, suggesting that teaching methods commonly used by faculty may have influenced the modification of students' Learning Styles to include more visual resources. The absence of the kinesthetic style is discussed, thus raising the hypothesis to be tested in ongoing studies that traditional educational methodology may influence the evolution of learning styles. This study highlights the importance of recognizing and adapting teaching strategies to predominant learning styles to enhance the effectiveness of the educational process. The findings suggest the need to integrate more visual resources into teaching while considering the variability and potential evolution of learning styles due to the educational methodology employed.

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Every student possesses individual learning styles, making it crucial to examine their preferred approaches as a means of designing courses and implementing effective instructional methods. The aim of this research endeavor was to identify the predominant learning style among junior high school students, along with discerning any gender-related associations with specific learning styles. Employing a descriptive quantitative research methodology, data were collected from 97 participants via non-cognitive diagnostic assessments. The results revealed that the visual learning style emerged as the most favored choice, with a prevalence rate of 60.8%. It was followed by the auditory style (12.4%), kinesthetic style (9.3%), visual-auditory style (7.2%), visual-kinesthetic style (7.2%), and auditory-kinesthetic style (3.1%). In terms of gender distribution, a significant majority of male students exhibited a preference for the visual style (42.3%), while the visual style also predominated among female students (18.6%). These findings hold valuable implications for fostering pedagogical excellence. Based on these results, educators are strongly advised to embrace diverse teaching methods and design multifaceted activities that encompass and accommodate the different learning styles exhibited among students.

EXPLORING PREFERRED STYLES OF LEARNING AND TEACHING AMONG COLLEGE STUDENTS IN VIEW OF NEW EDUCATION POLICY 2020

With the advent of New Education Policy (NEP) 2020, India has a vision to transform its education system by shifting its attention to learner-centred approach for holistic understanding of subjects using different styles of teaching and learning like activity-based learning and teaching in one’s own mother tongue. Students use different modalities to perceive, understand and learn different subjects taught in class. Based on the modalities used (visual, auditory or tactile), students may develop visual, auditory or kinesthetic styles of learning. This study aimed to identify learning styles and preferred teaching styles of current college students between the ages 18-25. In addition, the study seeks to understand the preferred teaching style opted by students. A comparison in terms gender, and educational level were made. Through convenient sampling technique willing participants were administered Barsch Learning Styles Inventory (Barsch, J. 1980) and were asked to rank various teaching styles like visual, auditory and kinesthetic in the order of their preference. Appropriate statistics were used for data analysis. The results of the study showed that college student’s preferences for learning styles were not influenced by gender or educational level. The order of preference of students in terms of preferred teaching style was found to be visual followed by auditory followed by tactile.

Learning style preference and the academic achievements of medical students in an integrated curriculum.

Understanding how individuals learn best, known as learning style, is integral to optimizing educational outcomes. This analytical study was conducted among students in their fourth year who finalized their problem-based activities at the College of Medicine, University of Bisha, Saudi Arabia. The visual, aural, read/write, and kinesthetic (VARK) model was adopted to assess individual differences in learning preferences and their correlation with academic achievement in the problem-based learning (PBL)-dependent curriculum. The online self-administered survey was completed by 64 students with a response rate of 79%. Of these, 63.5% were men and 36.5% were women, with a mean age of 21.9 years and a grade point average (GPA) of 3.83. Analysis of learning style distribution revealed that 34.9% preferred visual, 54% preferred auditory, 17.5% preferred read/write, and 90.5% preferred kinesthetic styles. Also, combined learning modalities revealed that 14.3% preferred unimodal, 74.6% bimodal, and 11.1% trimodal approaches. The most frequent unimodal approach was kinesthetic, while auditory/kinesthetic and visual/auditory/kinesthetic were the predominant bimodal and trimodal preferences. No significant differences in GPA were found among students with different selective learning styles or combined learning modalities, as determined by one-way ANOVA and chi-square tests. Spearman's rho correlation revealed a positive correlation between the learning modality and the auditory style (P < 0.001). Also, a negative correlation was identified between reading/writing versus kinesthetic and auditory versus visual learning styles (P = 0.001). However, no significant correlations were identified between grades or GPA and specific learning styles. It can be concluded that the integrated PBL-dependent curriculum adopted at the College of Medicine, University of Bisha, is a suitable teaching modality satisfying different learning styles, but continuous monitoring is crucial.

Assessment of learning styles using VARK model in first year undergraduate medical students

In the assimilation and processing of information, students favor different choices. Fleming described the VARK learning style model that includes a questionnaire which enables us to recognize a person’s sensory modality preference in learning. It categorizes the learning styles into four: visual (V), aural (A), read/write (R), and kinesthetic (K).1) To assess the learning styles of first year MBBS students of a Private Medical College in Kerala and find out prevalence of unimodal and multimodal learners. 2) To find association between scores of students in anatomy, biochemistry and physiology and their VARK categories. 3) To determine the association between gender and VARK categories.A cross-sectional self-administered questionnaire survey was conducted among first year undergraduate medical students in a private medical college in Kerala. VARK questionnaire, consists of 16 multiple choice questions, was distributed to the participants after obtaining written consent. Scores of their internal assessment were also collected. The data was analyzed and the learning styles were presented as percentages. Chi-square test, Mann-Whitney U test, and Kruskal-Wallis tests were used to find the association between learning styles and gender, and the scores in internal assessment. The total number of students enrolled for the study was100. Age ranged from 17 to 22 years and females constituted 62%. It was observed that 84% students were unimodal, out of which Kinesthetic (45.2%) was the most preferred. There were 12 bimodal and 4 trimodal learners. No association between learning styles and gender as well as between learning styles and academic performance based on written and practical exams of Anatomy, Physiology and Biochemistry were found. We found there were notable differences between males and females in unimodal kinesthetic and auditory learners in certain scores.The present study reported that unimodal learners were more frequent than bimodal and trimodal learners. There were no quadrimodal learners. The preferred method of learning amongst unimodal learners was the kinesthetic style. We found no association between gender and the preferred learning style. The study also found that there was no association between academic performance (scores) and their learning styles.

Assessment of Visual, Auditory and Kinesthetic Style of Learning among Undergraduate Nursing Students of Sindh

Learning styles refer to the ability of learner to perceive and process information in learning framework. Visual, Auditory, and Kinesthetic are modes by which students use three sensory perceptions to receive information. Objective: To assess visual, auditory, and kinesthetic learning style among nursing students. Methods: Cross sectional study among students of diploma in general nursing, of nursing schools of Jacobabad and Jamshoro- conducted during May- October 2017 with sample size of 88 via simple random sampling. After the approval, the data were collected from the concerned school with their permission. Data were entered into SPSS 23.0 version in which frequency, percentages were generated and chi square were applied. Results: Eighty-eight participated in among them 52(59.1%) were from SON-LUH (Female) Jamshoro and 36(40.9%) were from SON (Male) Jacobabad. Most of the students were from 2nd and 3rd year 34(38.6%) and 36(40.9%). Auditory style of learning was at the highest among male students 36.12% whereas females were at the highest in visual style of learning 34.62%. Forty years students learnt at the highest in visual and kinesthetic style of learning 3311%. Conclusions: Undergraduate nursing students of both gender &amp; academic years were equally inclined towards all learning styles.

Approaches to Different Learning Styles in Undergraduate Medical Students of Al-Tibri Medical College Karachi

Objectives: The purpose of this study was to evaluate the different styles of learning preferred by undergraduate medical students from 1st to 5th year of Al-Tibri Medical College Karachi Methodology: This was a cross sectional observational study carried out on the undergraduate medical students of Al-Tibri Medical College Karachi from 1st year to 5th year for a period of six months. The sample consisted of 498 participants, distributed across the various academic years: 101 from the first year, 96 from the second year, 101 from the third year, 104 from the fourth year, and 96 from the fifth year. For collecting data, a self-administered and pre-tested questionnaire of VARK learning styles was distributed amongst students. The analysis of data was done using SPSS version 23. Results: From 498 undergraduate medical students included, mean age was 20.93 ± 2.27 years. Mean score for visual learning style was 2.75 ± 2.5, auditory was 3.4 ± 2.1, reading / writing was 3.9 ± 2.8 and kinesthetic was 4.75 ± 3.2. 56 % of 1st year students opted for uni-modal while 44 % multi-modal learning style. 51 % of 2nd year students preferred uni-modal while 49 % multi-modal learning style. 52 % of 3rd year students chose uni-modal while 48 % multi-modal learning style. 50 % of 4th year students picked uni-modal and multi-modal learning style each. 44 % of 5th year students opted for uni-modal while 56 % multi-modal learning style. Conclusion: Majority of students approached learning using kinesthetic style followed by reading / writing. A multi-modal mode of learning was preferred where a combination of either of VARK’s learning styles were put into practice for attaining and acquiring the best possible knowledge.

Learning styles of medical students.

Objective: To assess the various learning styles of fourth year medical students using VARK inventory. Study Design: Descriptive Cross-sectional study. Setting: Department of Community Medicine, Lahore Medical &amp; Dental College, Lahore. Period: May to July, 2022. Material &amp; Methods: Study was commenced after obtaining permission from 2022 VARK Learn Limited to use the VARK inventory and after review by IRB, LMDC. Study tool used was questionnaire with the VARK inventory version 7.8. The VARK inventory is a pre-tested and validated tool developed to assess learning styles of students on basis of visual, aural, read/write and kinesthetic styles. Data entry and analysis was done using IBM SPSS software version 21. Students were grouped according to learning styles as well according to number of preferred styles (uni-modal and multi-modal). Comparison of student gender and pre-medical qualification against learning style were performed using chi-square test. Results: Amongst the participants 52.1 % were female while 84% of students had completed their FSc before admission to MBBS. It was seen that that most commonly favored learning style was Kinesthetic mode (n=133) followed by auditory (n=131), then 108 visual learners and only 88 read-write learners. Results showed that only 2 participants were uni-modal learners while the remaining 98.6% of students were multi-modal learners. Amongst the multimodal learners, 40% were quadra-modal learners, 40% tri-modal learners and 19% bi-modal learners. Conclusion: In conclusion, multimodal learning approaches are the most preferred learning modality. This implies that both teachers as well as students should incorporate multiple learning styles in their teaching as well as learning process.

Correspondence of the Honey-Alonso learning model with the VAK channel applied to higher level students

The behavior of the Honey-Alonso model was analyzed with the Visual, Auditory and Kinesthetic (VAK) style applied to 196 new students in the 2013-2015 generations in the Biological Pharmaceutical Chemist Educational Program of the Faculty of Biological Chemical Sciences of the Autonomus University of Campeche. The results were that the predominant style in the students was Reflexive and the most preferred channel was Auditory, this analysis allows us to conclude that facilitators have the opportunity to design more appropriate strategies to achieve learning for their students.

Learning styles applied to teaching the English language

Learning styles are the tools used by teachers applied to the teaching of the English language in the Educational Unit "Raymundo Aveiga" in the city of Chone, the objective was to demonstrate that educational strategies based on learning styles applied to teaching of the English language can contribute to improve learning, for the development of the research a qualitative approach was proposed through which it was possible to inquire about the different points of view and conclusions of those involved, a bibliographic review was carried out that provided adequate information to the development of work. The results obtained show that many of the teachers do not know what their learning style is, as well as they have not developed activities based on determining what the learning styles of their students are, within the teaching-learning process of the English language. student must develop four skills, Listening, Reading, Speaking and Reading. In this sense, their learning is difficult because each student learns in different ways and above all each one of them develops a different skill, it was obtained that the students identify with the Kinesthetic style, they like to learn by developing activities of practical utility.

Assessment of Learning Styles in Final Year Medical Students: Comparison of Private and Government Medical College

Objective: to make a comparison of preferred learning style of final year MBBS medical students of a private medical college with that of Government sector institution. Method: Participants of this observational study were final year students of Services Institute of Medical Sciences Lahore (SIMS) and Lahore Medical and Dental College (LMDC) Pakistan. Fifty Final year students from each college filled the Vark Questionnaire. They were assessed according to their favorite method of learning and were classified as kinesthetic, visual, auditory, or read/write. Comparison of VARK scores between colleges was done by Independent Sample T-Test. Results: There was no significant difference in preference of learning styles among students of both medical colleges. Majority students of both colleges preferred Unimodal style (LMDC-78% vs SIMS-74%). Multimodal style was seen in the rest of students. Read/writing was common among the students of both colleges (20%). Kinesthetic style was preferred by 34% of students of private vs 20% from Government institution. Conclusion: Teaching should involve all sensory modality so that all types of students can actively participate in learning session.

LEARNING STYLES OF TALENTED PRE-SERVICE TEACHERS

The learning styles of students vary both among individuals and across different disciplines they choose to study. In higher education, academic discipline appears to be a key factor influencing students’ distinctive learning styles. This study, which aims to determine the dominant learning styles and models of talented pre-service teachers, was designed with the survey model. The study group research consisted of 1019 volunteer pre-service teachers who continued their education in Physical Education and Sports, Music, and Arts &amp; Craft Teaching departments. In the study, the VARK Learning Style Inventory was used as a data collection tool; students were asked to answer questions in a digital environment through Google Forms. According to the research results, kinesthetic style is the dominant learning preference for pre-service teachers in the visual arts and sports sciences, and both kinesthetic and aural styles are the dominant learning preferences for pre-service teachers in music education. Although talented pre-service teachers tend to learn predominantly kinesthetic and aural styles when evaluated, 61.2% of pre-service teachers prefer to learn with a Multiple Learning Model, which covers the entire instructional diversity, rather than sticking to just one learning style. Keywords: learning styles, learning preference, talented teacher, VARK

Readiness for self-directed learning and learning style preferences among first year’s medical students

Background: Self-directed learning (SDL) is a core element in enhancing learning outcomes and academic performance. It can be promoted through increasing students’ awareness of their own SDL skills and learning styles assessment. Methods: A cross sectional study was conducted on 320 first year medical students (Zagazig University) during August and September, 2022. Using two standardized questionnaires: self-directed learning scale (assessing the readiness for SDL) and VARK questionnaire that assess different learning styles (visual, aural, read and write, kinesthetics). Results: Almost 65% of the studied participants scored below the optimum score for self-directed learning readiness. Regarding the learning styles, all the participants reported multimodal learning styles. kinesthetic learning and visual styles were the most preferred (28% and 20.7% respectively). There was significant positive correlation between SDLR and kinesthetic learning style (p≤0.05). Conclusions: Although the low overall SDLR score, but the students had a high desire for learning. As kinesthetic style was the most preferred that can increase the students’ self-directed learning.

Assessment of Learning Style Profiles on Newly Joined MBBS Students during the Foundation Course

Introduction: Information enters brain by three main ways - Sight, hearing, and touch, which one is used by individual mostly becomes their own learning style. Most of students have a combination of learning styles. One of them is dominant than others. AIM of this study: To identify various learning styles and if possible dominant/also prominent dominant styles which each individual student of 1st MBBS fresh students at the foundation course. Materials and methods: The study conducted was a cross sectional study done among 150 students enrolled in MBBS course for the year 2019-2020 at NRIIMS. A pro-forma / questionnaire is prepared by using VARK approach. Data was collected by using that VARK proforma. Study procedure: During regular working hours, the first-year undergraduate medical students were briefed about the study. The questionnaire was then distributed in the form of hard copies to the first year M.B.B.S students. Variables and their evaluation: Students were distributed into one of the following categories: Unimodal-Having only of the V, A, R, or K preferences; Bimodal-Having two preferences (VR, VA, VK, AR, AK,RK) ; Scores were given accordingly. Statistical analysis: The data was entered into a Microsoft excel sheet and the score were statistically analyzed to determine the percentage of students in each category Results: Response rate for the study was 75.3% and majority were Females comprising 44.6%. Bimodal learning style is most preferred than Unimodal learning style corresponding to 87.6% and 12.3% respectively. Among the strong Unimodal learners Aural, Visual, Reading/writing, and kinesthetic preferences were documented by 4.4%, 3.5%, 2.6%,1.8% students respectively. In Bimodal style combination of visual and auditory styles are most preferred by 27.4% participants. Least commonly employed learning style was combination of Reading/Writing and kinesthetic style and it was reported by only 8.9% of students. Conclusion: In the present study amongst first year medical students Bi-Modal learning style, with a combination of Visual and Aural presentation is the most preferred learning style. With the help of VARK questionnaire, it is recommended to test all the medical students. This will/ can be used to identify their most desired learning styles. This helps to improve educational goals by choosing most appropriate teaching methods.

Enhancement of students' critical thinking ability in the algebraic function derivatives application based on student learning styles during online learning

Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS.

Preferred Learning Styles of Dental Students in Madinah, Saudi Arabia: Bridging the Gender Gap.

PurposeCurrently, the dental education system in Saudi Arabia is gender segregated. It is important to find out whether teaching methods must be altered to improve the learning experience for both genders throughout their years of study. This study aims to investigate the preferred learning styles for males and females studying dentistry at Taibah University, Madinah, Saudi Arabia and the effect of academic level on the learning style preference.Materials and MethodsA cross-sectional survey composed of the visual, aural, read/write, kinesthetic (VARK) questionnaire was distributed to 228 undergraduate dental students at Taibah University through emails during September/October 2020. Student learning styles were presented using descriptive statistics. Learning preferences between genders and academic years were compared using independent proportional t-test and Chi-square test.ResultsA total of 168 dental students completed the questionnaire. Both genders displayed a higher percentage of a unimodal learning preference (60% males, 50% females) with 41% of males preferring the kinesthetic learning style, followed by the aural (26%) then the visual (20%), and lastly read/write learning style (12.6%). Female students preferred the kinesthetic learning style (42%), followed by the visual (27%) then the aural (20%), and lastly read/write learning style (11%). All students throughout the 6 academic years preferred the unimodal learning approach with the kinesthetic style favored. The quadmodal was preferred mostly by interns.ConclusionBoth male and female students studying dentistry at Taibah University had a unimodal learning preference. Quadmodal learning was popular among interns. Both genders preferred the kinesthetic learning style, followed by the aural for males and visual for females. Teaching methods must be tailored to suit the learning style of each gender to promote motivation and thriving for a successful outcome.

Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period

ABSTRACT The purpose of this study was to investigate the relationship between chronotype, learning style, and academic achievement. The study sample consisted of 1884 volunteer undergraduate students from 58 different universities across Turkey. The data were collected online during distance education because of the Covid-19 pandemic. Turkish version of Morningness–Eveningness Questionnaire (MEQ) and Big16 Learning Modality Inventory were used for data collection. The correlation between chronotype and cumulative grade point average (CGPA) scores was analyzed using Spearman’s rho, and differences among the chronotypes were analyzed with Kruskal–Wallis test. Chi-square tests with pairwise z-test were used to analyze the relationships between the participants’ learning style preferences and chronotypes. Also, ANCOVA analyses were performed to evaluate the interactions of gender × chronotype and gender × learning style on CGPA scores. The results revealed that participants’ preference for visual and auditory styles differed by chronotype. Visual learning style was more dominant among morning (M) types, while auditory style was more dominant among evening (E) types. However, the most preferred learning style was visual, followed by auditory and kinesthetic styles for all chronotypes. No relationship was found between chronotype and academic achievement. The CGPA scores of the participants with kinesthetic learning style were lower than the participants with auditory and visual learning styles. The female participants had higher CGPA score than males. However, the CGPA scores did not differ for both male and female participants with different chronotype and learning style preferences. From the results, we suggest that academic achievement can be enhanced by consideration of students’ learning style preferences for all chronotypes.