Learning styles and vocabulary learning by Iranian undergraduate EFL learners

Each English as a foreign language (EFL) learner may have a particular learning style which may affect the mastering of new language skills and components, one of which is vocabulary. The current study aims to find out the preferred learning style(s) of Iranian undergraduate EFL learners and their achievement in the vocabulary test. Forty-four undergraduate students took part in the study. visual, auditory, reading/writing and kinaesthetic learning style questionnaires and the teacher developed test of vocabulary were used in this study. The validity and reliability of the learning style questionnaire and the teacher developed test of vocabulary were determined. The data were collected and analysed using appropriate statistical analyses including descriptive statistics and one way analysis of variance. The results indicated that the participants were mainly auditory learners. Moreover, it was found that visual and multimodal learners had the best performances on the vocabulary test. Keywords: Learning style, vocabulary learning, undergraduate EFL learners.

Visual learning style-based chemistry mental model representation through transformative online learning

Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

Use of Kinaesthetic Learning Skills among Slow Learners in Physiology to Improve Their Academic Performance

Background: Kinaesthetic learning, a form of student-centric active learning technique, takes learning to the next level. Kinaesthetic learning enables better understanding and effective retention of information, especially among students who don't adapt to conventional teaching-learning techniques in large groups and isolated textbook learning. Methodology: The present study was conducted for three consecutive years among Phase I MBBS students who needed additional curricular support. The students were divided into groups with 4 to 5 students each. They were offered topics to make either a 2D poster or a working model displayed in an exhibition cum competition. A feedback questionnaire was administered to the participants at the end of the competition. Results: The majority of the students who participated either agreed or strongly agreed that the kinaesthetic learning technique facilitated them to read beyond the conventional textbooks and understand the concepts better. We also observed that the students reported increased confidence to face the exam. Comparing the marks scored by the participants and the non-participants, the students who participated in the kinaesthetic learning exercise scored significantly higher than the non-participants (p=0.002) Discussion: Kinaesthetic learning skills using 2D posters and 3D working models preparation helped to improve the academic performance among students in need of additional curricular care by enhancing their critical thinking skills and team-building capacity.

Development and Evaluation of Online Approaches for Improved Kinaesthetic Learning in Science

Kinaesthetic learning is expressed when physical actions are used to connect concept development to reality, for example through model building, trial and error practice, or role-play interactions. Learning through a kinaesthetic modality is highly effective and complementary to other learning modalities. Recent advances in gamification for education have increased access to science simulations and learning online. However, the transfer of offline kinaesthetic techniques to online learning remains under-researched and poorly implemented on affordable, scalable platforms. Here we describe an accessible approach for educators on how to incorporate online kinaesthetic aspects into lessons through use of a scalable and affordable framework developed called the ‘Kinaesthetic Learning System’ (KLS). This framework should be of particular use for learning complex molecular life science topics but can be adapted and modified independently by the educator to address different knowledge levels and for expansion to other disciplines.

Auditory and kinaesthetic learning styles and L2 achievement: A correlational study

This study investigated undergraduate non-English major university students’ auditory and kinaesthetic learning styles and their relationships to second language (L2) achievement in English. It was conducted to resolve the conflicting findings in the literature on the directions and strength of the relationships between learners’ learning styles and their achievements and to investigate the field in relatively under-researched Indonesian participants. The study used a survey as the method of data collection and found out that learners used auditory slightly more dominantly from kinaesthetic, yet both learning styles were merely used at low to moderate levels. The study further found very weak and statistically not significant associations between these learning styles and L2 achievements, suggesting that contrary to various learning theories highlighting the importance of learners’ learning styles in L2 learning, these learning styles may not be an important determinant of L2 achievement. Based on the findings, possible future studies are suggested concerning the implications, contributions, and limitations of the study.

267 Ascertain Impact of Using Low-Fidelity Simulation Scenarios in Preparation for Practical Surgical Finals

Introduction Simulation has become the new way of preparing doctors to deal with medical emergencies, we investigate it using in managing ward-based surgical emergencies. Method Final year medical students completed pre- and post-session questionnaires related to themes of preparedness, anxiousness, and confidence in management of acute surgical presentations versus post-operative complications. The intervention was divided into classroom based teaching and common surgical scenarios enacted using Sim-Man. Results Preparedness increased by a third following participation in surgical simulation scenarios among participants. Anxiousness related to surgical finals decreased by 9%. Confidence in managing acute patients increased by 25% compared to pre-session results. Moreover, 35% of participants felt more confident in managing post-operative complications after the session. On average, participants scored 8/10 for usefulness of the sessions in highlighting areas to concentrate focus upon during revision. Conclusions Simulation is slowly becoming a staple in undergraduate training and our results emphasise positive impact of using this as a revision tool. Kinaesthetic learning is more memorable during simulation which serves as a confidence boost in self-perception of managing both acute and post-operative surgical patients. Anxiety associated with exams and managing real-life emergencies can be dampened by rehearsing scenarios and following a structured approach as championed by medical simulation.

Learning Styles Preferences Using Fuzzy Logic System

Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.

Learning Styles, Motivation to Learn and Academic Performance of Grade Five Pupils

This study was conducted to determine the level of learning styles, motivation to learn and academic performance of the Grade Five pupils. The relationship between the learning styles and academic performance was correlated as well as the relationship between motivation to learn and academic performance. The findings of the study served as bases for a proposed plan. This study utilized a descriptive-correlational design using the quantitative approach of research. It described, measured and interpreted the gathered data to provide answer to the sub problem. The method showed a descriptive task presenting the level of learning styles, motivation to learn and how the two affect the academic performance of the pupils. The result involved varied information regarding the present situations in the class. This also surveyed and assessed the data collected to come up with programs that are vital to the educational needs of the new generations of pupils. The study primarily involved the Grade Five pupils with different learning styles, motivation to learn and academic performance. The participants were the thirty seven (37) pupils of Juaton Elementary School that were under the advisory of the researcher. Purposive sampling was used to determine the target respondents in schools. The Grade Five pupils scored very high in visual and auditory learning styles while low in verbal and kinaesthetic learning styles. The overall mean of the four learning styles is high. The mean of their level of motivation is high. Their academic performance is satisfactory.