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STUDENTS' LEARNING STYLE INVENTORY
Thesis · December 2018
DOI: 10.13140/RG.2.2.30531.25124
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STUDENTS’ LEARNING STYLE INVENTORY
By:
CRAIG N. REFUGIO, PhD
LIBERINE C. DE GUZMAN, EdD
Introduction
According Fleming & Baume (2006), the term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the
preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following
verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom
management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. In other words: everyone’s different. It is important for
educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments. Many degree
programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
`One of the most accepted understandings of learning styles is that student learning styles fall into three “categories:” Visual Learners, Auditory Learners and Kinesthetic
Learners which is commonly called the VAK Model according to (Fleming & Baume, 2006). The VAK model acknowledges that students have different approaches on how they process
information, referred to as “preferred learning modes.” The main ideas of VAK Model are outlined in Learning Styles:
Students’ preferred learning modes have significant influence on their behavior and learning
Students’ preferred learning modes should be matched with appropriate learning strategies.
Information that is accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation, and metacognition.
Identifying our students as visual, auditory, or kinesthetic learners, and aligning our overall curriculum with these learning styles, will prove to be beneficial for our entire
classroom. Allowing students to access informations in terms of what they are comfortable with will increase their academic confidence.
By understanding what kind of learners/students do we have, we can now gain a better perspective on how to implement these learning styles into our lesson plans and study techniques. Thus
this inventory was conducted.
Objective
To determine the learning style profile of Ed 9-Assessment of Learning 1 students so that Ed 9 teachers can appropriately match their teaching styles with students’ learning
styles.
Results & Discussions
Visual Learning Style
495 495 495
500
450 330 330 330
400
350
300
250 165 165 165 165
200
150
100
50
0
Figure 1. Visual Learning Style
Table 1. Visual Learning Style
Total
Section 1-VISUAL Score
1. _____I enjoy doodling and even my notes have lots of pictures and arrows in them. 165
2. _____I remember something better if I write it down. 330
3. _____I get lost or am late if someone tells me how to get to a new place, and I don’t write down the directions. 330
4. _____When trying to remember someone’s telephone number, or something new like that, it helps me to get a picture of it in my mind. 165
5. _____If I am taking a test, I can “see” the textbook page and where the answer is located. 495
6. _____It helps me to look at the person while listening; it keeps me focused. 330
7. _____Using flashcards helps me to retain material for tests. 165
8. _____It’s hard for me to understand what a person is saying when there are people talking or music playing. 165
9. _____It’s hard for me to understand a joke when someone tells me. 495
10. _____It is better for me to get work done in a quiet place. 495
Auditory Learning Style
10. _____ If I had the choice to learn new… 330
9. _____ It’s hard for me to read other… 495
8. _____ When I read, I mix up words that… 330
7. _____ My eyes get tired fast, even though… 330
6. _____ Writing is tiring. I press down too… 165
5. _____ I remember things that I hear,… 165
4. _____ I understand how to do something… 495
3. _____ Papers with very small print,… 495
2. _____ It helps to use my finger as a… 165
1. _____ My written work doesn’t look neat… 165
0 100 200 300 400 500
Figure 2. Auditory Learning Style
Table 2. Auditory Learning Style
Total
Section 2-AUDITORY
Score
1. _____ My written work doesn’t look neat to me. My papers have crossed-out words and erasures. 165
2. _____ It helps to use my finger as a pointer when reading to keep my place. 165
3. _____ Papers with very small print, blotchy dittos or poor copies are tough on me. 495
4. _____ I understand how to do something if someone tells me, rather than having to read the same thing to myself. 495
5. _____ I remember things that I hear, rather than things that I see or read. 165
6. _____ Writing is tiring. I press down too hard with my pen or pencil. 165
7. _____ My eyes get tired fast, even though the eye doctor says that my eyes are ok. 330
8. _____ When I read, I mix up words that look alike, such as “them” and “then,” “bad” and “dad.” 330
9. _____ It’s hard for me to read other people’s handwriting. 495
10. _____ If I had the choice to learn new information through a lecture or textbook, I would choose to hear it rather than read it. 330
Kinesthetic Learning Style
10. _____ When I can’t think of a specific… 495
9. _____ I think better when I have the… 165
8. _____ I do not become easily lost,… 495
7. _____ I am not skilled in giving verbal… 495
6. _____ I find myself needing frequent… 495
5. _____ Before I follow directions, it… 165
4. _____ I tend to solve problems… 165
3. _____ Studying at a desk is not for me. 165
2. _____ I learn best when I am shown… 330
1. _____ I don’t like to read directions;… 330
0 100 200 300 400 500
Figure 3. Kinesthetic Learning Style
Table 3. Kinesthetic Learning Style
SECTION THREE: Total
1. _____ I don’t like to read directions; I’d rather just start doing. 330
2. _____ I learn best when I am shown how to do something, and I have the opportunity to do it. 330
3. _____ Studying at a desk is not for me. 165
4. _____ I tend to solve problems through a more trial-and-error approach, rather than from a step-by-step method. 165
5. _____ Before I follow directions, it helps me to see someone else do it first. 165
6. _____ I find myself needing frequent breaks while studying. 495
7. _____ I am not skilled in giving verbal explanations or directions. 495
8. _____ I do not become easily lost, even in strange surroundings. 495
9. _____ I think better when I have the freedom to move around. 165
10. _____ When I can’t think of a specific word, I’ll use my hands a lot and call something a “what-cha-ma-call-it” or a “thing-a-ma-jig.” 495
Overall Learning Styles
Section 3:Kinesthetic 3300
Section 2-AUDITORY 3135
Section 1-VISUAL 3135
3050 3100 3150 3200 3250 3300
Figure 4. Overall Learning Styles
Table 4. Overall Learning Styles
Total
Learning Styles
Score
Section 1-VISUAL 3135
Section 2-AUDITORY 3135
Section 3:Kinesthetic 3300
The modality type with the highest score indicates our preferred learning channel. The higher the score, the stronger the preference. If students have relatively high scores in two or more
sections, they probably have more than one strength. If the scores in the sections are roughly equal, they probably do not have a preferred learning channel; they are a multi-sensory learner.
Table 5 summarizes the observable characteristics indicative of the three learning styles. It provides an informal means of assessing your preferred approach to learning.
Table 5. Characteristics of VISUAL, AUDITORY AND KINESTHETIC Learning Styles
MODALITY VISUAL AUDISTORY KINESTHETIC
(Hands-on)
PREFERRED Learns by seeing or watching Learns through verbal Learns by doing and direct
LEARNING STYLE demonstrations instructions from self or involvement.
others.
SPELLING Recognizes words by sight; Uses a phonics approach has Often is a poor speller; writes
relies on configurations of auditory word attack skills. words to determine if they
words. “feel” right.
READING Likes description; sometimes Enjoys dialogue and plays; Prefers stories where action
stops reading to stare into avoids lengthy descriptions; occurs early; fidgets while
space and imagine scene; unaware of illustrations; reading; not an avid reader.
intense concentration. moves lips or sub-vocalizes.
HANDWRITING Tends to be a good, Has more difficulty learning Good initially, but
particularly when young; in initial stages; tends to deteriorates when space
spacing and size are good; write lightly. becomes smaller; pushes
appearance is important. harder on writing instrument.
MEMORY Remember faces, but forgets Remembers names, but Remembers best what was
names; writes things down; forgets faces; remembers by done, but not what was seen
takes notes. auditory repetition. or talked about.
IMAGERY Vivid imagination; thinks in Sub-vocalizes; imagines Imagery not important;
pictures; visualizes in detail. things in sounds; details are images that do occur are
less important. accompanied by movement.
DISTRACTABILITY Unaware of sounds; Easily distracted by sounds. Not attentive to visual or
distracted by movement. auditory presentation so may
seem distracted.
PROBLEM SOLVING Deliberate; plans in advance; Talks problems out; tries Attacks problem physically;
organizes thoughts by writing solutions verbally or sub- impulsive; often selects
them; lists problems. vocally; talks self through solution involving greatest
problems. activity.
RESPONSE TO Stares or doodles; finds Hums, talks to self, or talks Fidgets or finds reasons to
PERIODS OF something. to others. move.
INACTIVITY
RESPONSE TO NEW Looks around or examines Talks about situation; Tries things out; touches,
SITUATIONS structure. discusses pros and cons of feels or manipulates.
what to do.
Conclusion
In the teaching and learning platform of Ed 9 students, teachers must examine the inventory results of the students’ learning styles and look at Table 5 for an appropriate
choice of teaching methodologies and styles.
References
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