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ERIC Number: EJ941391
Record Type: Journal
Publication Date: 2011-Sep
Pages: 5
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1043-4046
The Sensory Modality Used for Learning Affects Grades
Ramirez, Beatriz U.
Advances in Physiology Education, v35 n3 p270-274 Sep 2011
Second-year undergraduate students from 2008, 2009, and 2010 cohorts were asked to respond a questionnaire to determine their learning style preferences, the VARK questionnaire (where V is visual, A is aural, R is reading-writing, and K is kinesthetic), which was translated into Spanish by the author. The translated questionnaire was tested for wording comprehension before its application in the actual study. Using the results of the VARK questionnaire, students were classified as unimodal or multimodal and according to the first preferred sensory modality used for learning as V, A, R, or K learners. Multiple-choice questions (MCQs) and problems that required simple arithmetic calculations (arithmetic-type questions) were applied to the students. The relation between the main sensory modality used for learning and the grades obtained in each question type was analyzed both in unimodal and multimodal students. It was found that R unimodal students performed significantly better in arithmetic questions than A and K unimodal students (P less than 0.001 by a Bonferroni multiple-comparison test after ANOVA). R unimodal students also performed better than R multimodal students in arithmetic questions (P = 0.02 by a Mann-Whitney U-test). However, no differences were observed after MCQs in either unimodal or multimodal students with different first sensory modalities used for learning. When MCQ scores between unimodal and multimodal students were compared, no differences were detected. It was concluded that the sensory learning style used for learning affects student outcome when students receive arithmetic questions but not when MCQs are applied. (Contains 3 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A