VAK Learning Style Research Articles

Pengaruh Model Guided Discovery Learning Dengan Metode Eksperimen Terhadap Hasil Belajar Fisika Peserta Didik MAN 1 Mataram Ditinjau Dari Gaya Belajar VAK

The aim of this research applied a quasi-experiment by factorial design 2x3 which was conducted to the student of MAN 1 Mataram is to find out the influence of guided discovery learning model combined with experiment method and VAK style due to physics learning outcomes. The population is the students from grade X MIA in MAN 1 Mataram. The sampling technique is using purposive sampling, where, grade X of MIA 1 as an experiment class and grade X of MIA 2 as a control. Data for learning outcomes are measured by applying multiple choice test while learning style of students using a questionnaire — the hypothesis test using ANAVA test of two ways supported by SPSS 16 with 5% significance level. According to the analysis results, it can be concluded that: 1) there is an effect of guided discovery learning model with experimental method toward physics learning outcome of students because of sig. <0,05; 2) there is no effect of VAK learning style on physics learning result in MAN students because sig.>0,05; 3) there is no interaction between guided discovery learning model with experiment and VAK learning style method of physics learning result in MAN student because of sig.>0,05.

Design and Application of Scratch Personalized Learning Resources Based on VAK Learning Style Theory—Take Q School for Example

Students’ ability varies, learning habits, personality characteristics and learning methods are also different in education and teaching, which leads to the traditional teaching methods are difficult to adjust. And it is difficult to teach students in accordance with their aptitude, students’ learning is also lack of individuality and pertinence. And three themes of the contemporary education development are internationalization, informationization, personalized, in order to adapt to the trend of the Times, improve the efficiency of learning, let the students learn flexibly, promote their individual and comprehensive development. Based on the VAK learning style theory, this study designed Scratch learning resources to highlight personalization, so as to enable students to learn meaningfully and promote their personalized development.

Effects of Traditional Lecture Method and Multi-Sensory Approach on ELT Learners at Graduate Level

The current study investigates the traditional verbal lecture method and the multi-sensory approach toward ELT at degree level. It was an investigative method having four groups, two controlled groups and two experimental groups who attempted pre-test and post-test. The controlled groups were taught with traditional lecture method and the experimental groups were taught to multisensory approach. Sample of 200 was selected form two universities randomly VAK Learning Styles Self-Assessment Questionnaire by Chislett and Chapman 2005 was used to know the dominant learning style of the learners. Descriptive statistics were used to find out the ratio of different styles of learner and correlation was find out to know the significant improvement of learning between the pre-test and post-test of all four groups. Some practical recommendations were suggested to make ELT teaching learning process more efficient.

Learning Style, Metacognition and Creativity as Predictors of the Foreign Language Achievement: A Structural Equation Modeling Approach

This current study sought to examine the role of creativity, metacognition and VAK learning style in foreign language achievement. To collect the data, a sample of 122 Iranian English as Foreign Language learners participated in this research. Participants completed Creativity Instrument by Abedi (Creat Res J 14(2):267–276, 2002), Metacognitive Awareness Inventory by Schraw and Dennison (Contemp Educ Psychol 19:460–475, 1994), and visual, aural, and kinesthetic (VAK) learning style initially designed by Chislett and Chapman (VAK Learning Styles Self-Assessment Questionnaire, 2005. http://www.businessballs.com ) and modified and validated by the present study researchers using confirmatory factor analysis. Learners’ scores at the end of the term were aggregated as the measure of foreign language achievement. Its reliability was also checked and approved applying Cronbach’s α. According to the findings, all three independent variables positively and significantly predict students’ language achievement, creativity (14.63%); metacognition (29.78%); and VAK learning style (7.20%). Although each of them had a unique impact on foreign language achievement, metacognition outweighs creativity and VAK learning style as the predictor of foreign language achievement. Furthermore, there is a significant difference between genders on all the variables.

Pengaruh Gaya Belajar VAK pada Penerapan Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 2 Narmada Tahun Ajaran 2015/2016

This  quasi-experimental research aims at revealing (1) the effect of  PBL learnings model on physics sciences student’s learning outcomes (2) the effect of  VAK learning styles on physics sciences student’s learning outcomes (3) the interaction effects between learnings model with learning style on physics sciences student’s learning outcomes. The population is all students of SMP Negeri 2 Narmada grade VIII consisting of 87 students, and 59 of which were used as samples that were chosen by purposive sampling technique. The research design used 2 x 3 factorial design and data were analysed by using two ways Anova at significant level α of 0.05. The results  indicated that: (1) PBL learning’s model has an effect on  the physics science student’s learning outcomes as shown by a higher Fcount in comparison to Ftable (21.15 and 4.02, respectively);  (2) learning styles has an effect on physics sciences student’s learning outcomes as shown by a higher Fcount in comparison to Ftable (5.39 and 3.17, respectively); (3) an interaction effect does exist between the learning model with learning style on physics sciences student’s learning outcomes up to 50.2 %  as shown by a higher Fcount in comparison to Ftable with values of 16.13 and 3.17, respectively.

Designing and Implementing of Dynamic Technique for Detecting Learning Style Using Literature Based Approach

This paper is a part of ongoing research that tries to approve our hypothesis about adaptive personalization in web-based learning systems; we are debating that building online learning environments with the ability to detect learners learning style dynamically by observing their behaviour and then presenting learning material based on the detected learning style is more effective than using ILS questionnaire. In an earlier work, we provided a dynamic technique that identifies learners VAK learning styles according to their behaviour in the learning environment influenced by literature approach, in this paper we have modified our technique and re-proposed it. First, we connected behavioural patterns (time, visits and answer patterns) to the features (contents, outlines, group forums, examples, case studies, exercises and assessments), then we defined the effect each VAK learning style will have on each pattern. Next, we described three general rules and three algorithms that should detect the learning style. Now we are in the process of building two online learning environments to test and confirm the differences between dynamic learning style detection _ based on our technique _ and the traditional ILS questionnaire environments; we choose a course called ‘Computer Skills for medicine faculty students’, which is provided from the faculty of Information Technology at the University of Jordan; the results of the planed experiment will be saved and analysed using SPSS.

The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability

The objectives of this research were to investigate whether VAK learning style as a technique has significant effects in improving students’ writing ability and the students’ interest in VAK learning style as a technique in studying English writing. This research employed quasi experimental design. The population of this research was the eleventh grade students of Science Program SMA Negeri 1 Bontomarannu in academic year 2014/2015. This research used cluster random sampling. The sample consisted of 60 students that belonged to two groups: 30 students in the experimental andcontrol group. The data was collected by using writing test and questionnaire.The findings showed that there was an improvement on the students’ writing ability after the treatment. The students’ result of posttest of experimental group was more significantly improved than the students’ result of posttest of control group by the mean score 73.2 > 58.1. The difference of both scores was statistically significant based on the t-test value at significant level0.05 inwhich the P-value is lower than the significant level (0.0001 < 0.05). The mean score of the students’ interest in the experimental group was 91.63 and it was categorized as strongly interested. Key words: VAK Learning Style, Writing, Learning Style

Analisis Terhadap Pola Asuh dan Gaya Belajar Siswa Berprestasi

The aim of the study is to describe the correlation among the parenting patterns, learning styles, and student achievement at Sekolah Dasar Negeri Papandayan Bogor. The research applied case study model with the approach of qualitative. The procedure of data collection was done by observation, interview, and documentation. The technique of data analysis was done by data reduction, data description, and data verification. The researcher used credibility, transferability, dependability, and conformability tests to validate the data. The subject was a student who has high achievement at Sekolah Dasar Negeri Papandayan Bogor. It was conducted in the odd semester in the year of 2015/2016. The result of the study shows that the parenting pattern of the student’s parents was democratic. The subject showed the combination of learning styles: visual, audio, and kinesthetic (vak learning style), but the most dominant style was visual. The achievement of the student since she was in the first until third grade could be categorized as good; it was proven by the score in her report that was always above the average score of the class. Based on the result above, it can be concluded that a high achieving student cannot be separated from the parenting pattern of being democratic that was always applied by the parents. The most dominant learning style of the high achieving students was visual.

The Learning Styles Myth is Thriving in Higher Education

The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research.

PENERAPAN METODE QUANTUM LEARNING DENGAN LEARNING STYLE VAK (VISUAL, AUDITORIAL, DAN KINESTHETIK) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS X-3 SMA NEGERI OLAHRAGA PROVINSI RIAU

Application of Quantum Learning Method with VAK Learning Style (visual, auditory and kinesthetic) shown to increase the average value of presentation of the group. In the first action to obtain an average value of 0, this is caused by the presentation of the first actions was not performed because the lesson has been exhausted. In the second action to obtain an average value of 77.5. In the third act of obtaining an average value of 80.33. Implementation of action research by applying the method of Quantum Learning with Vak Learning Style (visual, auditory and kinesthetic) can significantly improve the results of class X-3 student of SMA Negeri Olahraga Pekanbaru in sub Pedosphere subject matter. This is evident from the average value of student learning outcomes are assessed on the test, teamwork and presentation continues to increase in every action. The average value before the action is equal to 68.61. In the first act of the average value of student learning outcomes to obtain a value of 26.26, then the second action has risen to obtain a value of 85.21 and in the third act of increased back to the acquisition value of 89.26Keywords: quantum learning, learning outcomes

The Evaluation of a Moodle Based Adaptive e-Learning System

 Abstract—This paper discusses the evaluation of an adaptive e-learning system based on student's learning styles that has been developed using LMS Moodle. Two popular models of learning styles used are VAK and Felder. The VAK learning styles include visual, auditory, and kinesthetic, whereas the Felder learning styles include global and sequential. The evaluation focuses on the alpha and beta testing. The result shows that the adaptive e-learning system and all adaptation functionalities have performed correctly.

A Comparative Study of Chemistry Students’ Learning Styles Preferences in Selected Public and Private Schools in Lagos Metropolis

This study investigated the learning style preferences of chemistry students in both public and private secondary schools in Lagos metropolis, Nigeria. Descriptive research survey design was adopted for this study. The sample consisted of two hundred (200) SS 2 Chemistry students. The participants were selected using hat and draw and disproportionate stratified sampling methods. Instruments used to collect data were the Chemistry Achievement Test (CAT) and the VAK Learning style Test (VLST). The reliability measures of CAT and VLST were 0.66 and 0.70 respectively. Four research questions and corresponding hypotheses were tested at 0.05 level of significance. Data collected were analysed using Chi-square statistics. The result showed that there is a significant relationship between learning style preferences of students and their performance in the chemistry achievement test in both public and private schools. Visual learning style was the predominant preference among students in both school types. The researcher recommends that chemistry teachers should use a variety of teaching styles to accommodate the various learning styles of their students. An alignment between teaching and learning styles will improve the teaching, learning and performance of students in Chemistry.

Relationship between VAK Learning Styles and Problem Solving Styles regarding Gender and Students' Fields of Study

This study aimed to identify VAK learning styles and problem solving styles of students, to check the relationship between these and to investigate the differences in the above-mentioned styles between male and female students and their fields of study. To this end, 102 students were selected through convenient sampling from Boushehr Islamic Azad University (Iran). Reid's learning style and Cassidy and Long's problem solving style questionnaires were administered to the sample. The data gathered were subjected to the statistical procedure of Pearson Product Moment correlation, two way repeated measures ANOVA, and Independent sample t -test. The results indicated that there is a positive relationship between VAK learning styles and problem solving styles. The results also showed that fields of study did not have an effect on VAK learning styles and problem solving styles. Further, it was found that gender has no effect on VAK learning styles, but it has an effect on problem solving styles.

Learning styles and learning strategies of left-handed EFL students

As some studies on brain lateralization (e.g. Knecht et al., 2000) have lent support to the hypothesis that left handed people may reflect a right-brain dominance, and as differences in dominance could have implications about cognitive functioning, the present study aims at investigating whether this difference is reflected in the learning-style and, therefore, learning-strategy differences between left-handed and right-handed EFL students. To do this, three questionnaires, Torrance's (1987) Right/Left Brain Dominance Test; Oxford's(1990) Strategy Inventory for Language Learning, and VAK Learning Styles Indicator, were adopted and administered among a sample of 100 EFL students (50 left-handers and 50 right-handers). The data collected were then analyzed by SPSS Package to find the patterns of difference and the significance of the differences between left and right-handers on the areas of concern by the computation of cross-tab frequencies with Chi-Square and Independent Samples T-test respectively. Although the results of the data analysis showed no significant difference in brain dominance between right-handersand left-handers, the differences between the groups on certain aspects of learning styles as well as learning strategies were found to be statistically significant suggesting a rather different cognitive processing in left-handed learners than right-handed counterparts and bringing to light the need for the educators, teachers, and syllabus designers to give the issue due attention.

Comparison, Validation And Implications Of Learning Style Theories In Higher Education In Slovenia: An Experiential And Theoretical Case

The learning styles literature is having a revival during last years. Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students learning style preferences (Li et al., 2008). Although learning styles have been heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C., 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008), little is known about Slovenian students learning styles, especially in the field of management education. The aim of this study is to present, compare, validate and explore the learning styles of students enrolled in the course Economics of education at the University of Ljubljana, Faculty of Economics (FELU) in Slovenia. Another purpose is to better understand the different learning styles among management students in order to develop appropriate teaching and pedagogical strategies for improving management education at FELU. Additionally, the intention of this research is to develop a valid and reliable research questionnaire for further research processes and to set up research instruments as supportive mechanisms in management education and in the development curriculums and syllabuses of new courses. This study method included both a descriptive and an exploratory perspective. In the first part of the study the qualitative meta-analysis method was used to overview the literature background of the study. In the empirical part of the study the factor analysis using the Principle Axes Factoring method was used to extract learning styles. The adapted versions of Honey and Mumfords (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunns (2003) VAK Learning Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine Slovenian students learning styles. For the educators in higher education institution, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.

Meta-Analysis And Empirical Research Of Learning Style Theories In Higher Education: The Case Of Slovenia

Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students’ learning style preferences (Li et al., 2008). The learning styles literature is having a revival during last years. Although learning styles have been heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C., 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008), little is known about Slovenian students’ learning styles, especially in the field of management education. The aim of study is to present and explore the learning styles of students enrolled in the course Economics of education at the University of Ljubljana, Faculty of Economics (FELU) in Slovenia. Another purpose is to better understand the different learning styles among management students in order to develop appropriate teaching strategies for improving management education at FELU. Additionally, the intention of this research is to develop a valid and reliable research questionnaire for further research processes and to set up research instruments as supportive mechanisms in management education and in the development curriculums and syllabuses of new courses. This study method included both a descriptive and an exploratory perspective. In the first part the qualitative meta-analysis method was used to overview the literature background. In the empirical part the factor analysis using the Principle Axes Factoring method was used to extract learning styles. The adapted versions of Honey and Mumford’s (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunn’s (2003) VAK Learning Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine Slovenian students’ learning styles. Findings of the study outline, that for the educators in higher education institution, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.

Neuromythologies in education

Background: Many popular educational programmes claim to be ‘brain-based’, despite pleas from the neuroscience community that these neuromyths do not have a basis in scientific evidence about the brain. Purpose: The main aim of this paper is to examine several of the most popular neuromyths in the light of the relevant neuroscientific and educational evidence. Examples of neuromyths include: 10% brain usage, left- and right-brained thinking, VAK learning styles and multiple intelligences Sources of evidence: The basis for the argument put forward includes a literature review of relevant cognitive neuroscientific studies, often involving neuroimaging, together with several comprehensive education reviews of the brain-based approaches under scrutiny. Main argument: The main elements of the argument are as follows. We use most of our brains most of the time, not some restricted 10% brain usage. This is because our brains are densely interconnected, and we exploit this interconnectivity to enable our primitively evolved primate brains to live in our complex modern human world. Although brain imaging delineates areas of higher (and lower) activation in response to particular tasks, thinking involves coordinated interconnectivity from both sides of the brain, not separate left- and right-brained thinking. High intelligence requires higher levels of inter-hemispheric and other connected activity. The brain's interconnectivity includes the senses, especially vision and hearing. We do not learn by one sense alone, hence VAK learning styles do not reflect how our brains actually learn, nor the individual differences we observe in classrooms. Neuroimaging studies do not support multiple intelligences; in fact, the opposite is true. Through the activity of its frontal cortices, among other areas, the human brain seems to operate with general intelligence, applied to multiple areas of endeavour. Studies of educational effectiveness of applying any of these ideas in the classroom have failed to find any educational benefits. Conclusions: The main conclusions arising from the argument are that teachers should seek independent scientific validation before adopting brain-based products in their classrooms. A more sceptical approach to educational panaceas could contribute to an enhanced professionalism of the field.