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Evaluating the Different Learning Styles: How Students
Learn to Enhance Scientific Knowledge and Understanding
Belinda R. Hauser1, Danyelle Winchester2, Kamla Deonauth2, Howard University1, Washington, DC
Introduction
In both the Undergraduate and Graduate level classroom the multiple learning
styles that are used by students to incorporate novel information are not taken into
consideration by instructors. Although this neglect is seen across many disciplines with
negative ramifications, it becomes especially problematic in the science classroom.
Most Science lectures and labs are handled separately, In the lectures setting the
focus is primarily auditory or sometimes a visual component is introduced. Students
who are not strong auditory or visual learners have a difficult time understanding the
material being presented resulting in boredom in the classroom, lack of attention and
increased truancy. If an instructor hopes to engage his/her class all learning styles must
be taken into consideration and incorporated into the lecture presentation.
In general there are three kinds of learners and three major factors in which make up
the three an individuals learning style. This includes the following: the three senses—
auditory, visual and kinesthetic. Characteristics of an auditory learner is an individual
that remembers what others say very well through verbal repetition and prefers to
discuss ideas. In addition verbal instructions are well understood and verbally
expresses interest and enthusiasms. Auditory learners differ from Visual (spatial)
learners in that visual learners i remember best and study best when they see pictures,
diagrams, time-lines and demonstrations. In addition, these individuals prefer
instructions rather than verbal instructions. Lastly there are Kinesthetic and/or Tactile
learners, which learn best by hands on and work well in groups. These individuals learn
remember best through physical interaction or involvement in whatever is being taught.
They also enjoy hands-on activities.
Results
Methods
VARK Evaulation:Day 4
Design: The VARK questionnaire developed by Fleming identifies the preferences
of students for particular modes of information presentation. With permission from
the VARK Copyright Company (http:///www/vark-learn.com/english/index.asp) rights
were granted to administer the VARK questionnaire for our research. The
questionnaire form will be downloaded from the VARK website (http://www.varklearn.com/english/page.asp?p=questionnaire). The VARK questionnaire consists of
sixteen questions that the students will complete and will be scored to determine
their types of learning styles. The VARK questionnaire can be obtained free of
charge.
17%
5%
11%
Visual
Aural
Read/write
Kinesthetic
30%
Combination
37%
•
Analysis by using the VARK questionnaire showed students most suitably identified as
Kinesthetic learners and combined rather than just one distinct learning style.
•
In a sample size of 133, visual learners are of least type of learn style identified with students.
Learning Evaluation
Kinesthetic
hands on and works well
in groups
•Session were held over a 3 day period. Cohort consisted of 133 volunteers from
the undergraduate Biology 101 and 102 course.
•Each session was held over a 50min period illustrating a PowerPoint presentation,
aural/audio presentation and a mini hands on activity.
2.5
2
1.5
Pre
1
Post
0.5
0
Day 2
Day3
Day 4
Pre-Test and Post-Test
Results
Visual
pictures, diagrams, timelines and demonstrations
Average Score
3
Aural/Auditory
verbal repetition
•Day 3 cohort evaluation show dramatic improvement in post evaluation indication student were learning and
retaining information. (Cohort consisted of 28 students.)
•Day 4 cohort evaluation indicated student were retaining the information just as day 3. (cohort consisted of 68
students)
VARK Evualtion: Day 2
7%
19%
19%
Conclusion
Visual
Aural
Read/write
In this study, we investigated the three common learner styles of students using the
VARK questionnaire. Students were evaluated based on activities geared toward three
common subjects in the science field to determine if the information is understood and
retained. The VARK questionnaire determined the student preferred learning style(s).
Kinesthetic
Combination
36%
From the VARK questionnaire, a majority of students are kinesthetic learns rather than just auditory or visual
learner(<5%) in each case study.
Students learn from a variety of methods rather than only aural/auditory.
VARK Evaluation: Day 3
Acknowledgements
4%
21%
29%
Visual
Aural
Read/write
Aim: To determine the predominant learning style of an undergraduate general biology
class using the VARK Learning Style Inventory Questionnaire
Hypothesis: Current methodology of teaching is not conducive to students learning
and retention of information. By adopting a lecture style that incorporates visual
aural/auditory, and kinesthetic tools of presentation, will lead to greater comprehension
of the material being presented.
•
•
Statement of the problem
In the typical college classroom there is a definite bias towards auditory presentations
by most instructors. As a result non-auditory learners are at a severe disadvantage. It
is therefore crucial to identify the learning style utilize by the majority of college
students so instructors can more appropriately tailor their lecture to engage the
maximum number of students in the learning process
19%
•
•
•
•
Alliance for Graduate Education and The Professoriate (AGEP)
AGEP Director: Dr. .Kamla Deonauth
The Center for the Integration of Research, Teaching, and Learning (CIRTL)
Howard University Biology Department, Faculty and Staff
Kinesthetic
13%
Combination
33%
Figure 3. Annual Postdoctorate Preparation Institute, 2006.