The Sensory Modality Used for Learning Affects Grades

Autor/in	Ramirez, Beatriz U.
Titel	The Sensory Modality Used for Learning Affects Grades
Quelle	In: Advances in Physiology Education, 35 (2011) 3, S.270-274 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00010.2011
Schlagwörter	Cognitive Style; Outcomes of Education; Questionnaires; Arithmetic; Preferences; Learning Modalities; Cohort Analysis; Comparative Analysis; Comparative Testing; Physiology; Medical Students; Performance Based Assessment; Multiple Choice Tests; Grade Prediction + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lernleistung; Schulerfolg; Fragebogen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lernumgebung; Kohortenanalyse; Physiologie; Leistungsermittlung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10