Corre, Zceline Kristle
Nochefranca, Cristine Khay L.
EA
APA bibliographic entry
Cannon, R., & Newbie, D. (1989). A
handbook for teachers and universities
& colleges: A guide to improving
teaching methods (4th ed.). Great
Britain: Bell & Bain Ltd.
Farwell, T. (n.d.). Visual, auditory,
kinesthetic learners. Retrieved October
7, 2014 from
http://school.familyeducation.com/intelli
gence/teaching-methods/38519html
Felder, R.M. (2002). Learning and
teaching styles in engineering
education. Engineering Education,
78(7), 674-681.
Lifted Text
If the assessment, course content and
learning methods do not match the
course objectives then you could be the
worlds greatest teacher and still make
little impact on the students learning. If
you aim to have students understand the
subject, then you must introduce forms
of assessment that require them to
demonstrate their understanding.
40 percent recalls well visually the things
that are seen or read; many must write
or use their fingers in some manipulative
way to help them remember basic facts;
other people cannot internalize
information or skills unless they use
them in real-life activities such as
actually writing a letter to learn the
correct format.
In his theory of psychological types,
Carl Jung introduced sensing and
intuition as the two ways in which a
person tends to perceive the world.
1
Processed Text
According to Cannon (1989), a teacher
will have little influence to a students
learning if the method of evaluation,
subject matter, and learning style are not
at par with the objectives of the course
being taught. In order for students to be
able to comprehend the course, an
evaluation that will be able to reflect their
understanding must be given (p. 11).
Farwell (n.d.) asserted that 40 percent
recalls well visually the things that are
seen or read; many must write or use
their fingers in some manipulative way to
help them remember basic facts; other
people cannot internalize information or
skills unless they use them in real-life
activities such as actually writing a letter
to learn the correct format.
As suggested by Carl Jung, an individual
could either use his senses and/or
intuition as his main tool in terms of
deciphering the things around him.
Evaluation
This text suggests that in orde
teacher to effectively
knowledge to their students
teaching style must be at par w
learning preference of the stu
and this information can be u
provide awareness on the effe
different teaching methods.
skills. However, one weakness
source is that it was published
than 20 years ago, which can
that this might no longer
credible or applicable as it was
it was first published.
This text will serve as part of th
introduction to the different lear
styles of students. Furthermore
since this text provides data ab
the prevailing learning style, thi
information can later on be
compared to the result of the
research. However, since there
indicated date, the information
provided may no longer be upd
and this may affect its credibilit
This text will be included
paragraphs about the di
learning styles of a st
Moreover, since this informatio

Moore, K.D. (1992). Classroom teaching
skills (4th ed.). USA: McGraw-Hill
Companies, Inc.
Sensing involves observing, gathering
data through the senses; intuition
involves indirect perception by way of
the unconsciousspeculation,
imagination, hunches. Everyone uses
both faculties, but most people tend to
favour one over the other...
Most engineering courses other than
laboratories emphasize concepts rather
than facts and use primarily lectures and
readings (words, symbols) to transmit
information, and so favour intuitive
learners. Several studies show that most
professors are themselves intuitors. On
the other hand, the majority of
engineering students are sensors,
suggesting a serious learning/teaching
style mismatch in most engineering
courses. The existence of the mismatch
is substantiated by Godleski who found
that in both chemical and electrical
engineering courses intuitive students
almost invariably got higher grades than
sensing students.
Teaching can be defined as the action of
a person imparting skill or knowledge or
giving instruction; the job of a person
who teaches. Clark and Starr (1986)
suggest that teaching is an attempt to
assist students in acquiring and
changing some skills, knowledge, idea,
2
Through sensing, information can be
achieved through the direct contact a
person has with his surroundings while
through intuition, conclusions are made
based solely on a person's thoughts.
However, people's preference over one
medium can be observed. For example,
based on researches, most professors
were proved to be intuitors while the
students are in favour of the sensory
type of learning which implies a
mismatch between the process of
learning and teaching. (Felder, 2002).
According to Moore (1992), teaching is
the process of transmitting a specific
knowledge or ability into an individual.
Likewise, it also enhances a person's
principle, knowledge, and ability. Given
that 'instruction' is an act that moulds a
person towards maturity, a teacher has
conveys that there is a mis
between the learning prefer
and the performed teaching me
of a teacher, this can be compa
the data that will be gathered
the research and can hel
researchers determine whethe
situation still occurs in our edu
sector today since this sourc
been published more than a d
ago and the situation ma
different at the present time.
This text will be part of our para
about teaching and will be us
an introduction. One of its
points is that it provides a c
knowledge of what teaching is,
is highly related in understandi
relationship between the le
 attitude, or appreciation. Bruner (1966) the responsibility to assist a student on preferences of the students a
defines the instruction as "an effort to his development in various aspects in teaching methods of the teache
assist or shape growth" (p.1). These life. In that sense, teaching is an activity
definitions and the roles the teachers that bridges a person to achieve his
perform imply that teachers need to be maximum capability.
concerned with all aspects of student
developmentphysical, social,
emotional, and cognitive. Therefore, a
broad definition of teaching might be: the
actions of someone who is trying to
assist others to reach their fullest
potential in all aspects of development.

Tileston, D.W. (2000). 10 best teaching
practices. Thousand Oaks, California:
Corwin Press, Inc.
Sousa (1995) says that teachers need to
understand that students with different
sensory preferences will behave
differently during learning and that
teachers tend to teach the way they
learn. That explains, in part, why so
many students have trouble learning
from one teacher but may learn easily
from another. Behaviour that has been
interpreted to mean the student was not
interested in the learning or did not want
to learn may, in fact, have only been an
indication of inappropriate teaching
techniques or a classroom where only
one modality was valued.
Tileston (2000) stated that teachers
teach in accordance to how they have
been previously taught and that the
learning process of a student depends
on his or her sensory preferences which
may be the reason behind the different
responses of students to teachers.
Instances wherein the student may seem
disinterested or have no desire to learn
may suggest that the teaching style
and/or mode of instruction does not
match with the students preference
(p.19).
This material shows that a mism
between the teaching and learn
methods can have a negative e
on the attitude of a student tow
learning and this can be used t
support the significance of the
A weakness, however, is that th
author has also cited another a
which can cause a misinterpret
of the original text.

Types of Learning Styles: The Three Main What everybody should know is that In Types of Learning Styles: The Three This text will be part of the
Types. (n.d.). Retrieved October 7, although most people use a combination Main Types, it was claimed that although introduction to the different lear
2014 from of the three learning styles, they usually a person might use various learning styles of students. Furthermore

3
 http://www.learningrx.com/types-of-
learning-styles-faq.htm
Quinonez, N. (2014, February 25).
Different teaching styles and how they
affect your students.Retrieved October
7, 2014 from
http://www.udemy.com/blog/teaching-
styles/
have a clear preference for one, knowing
and understanding the types of learning
styles is important for students of any
age. It is advantageous for students to
understand their type of learning style
early on so that homework and learning
may become easier and less stressful in
the future.
Direct Instruction
Direct instruction is used to define
traditional teaching, which includes
lectures and teacher-led
demonstrations. The idea is that only
the teacher can give students the
knowledge and information they need to learning focuses on the participation and
succeed. If this is your preferred style of exploration of the students of the lesson
teaching, you might want to consider
taking a course in PowerPoint to create guide... On the other hand, cooperative
lectures. There are three teaching
models beneath this subcategory.
Inquiry-Based Learning
This teaching style focuses on letting the
student explore and actively participate
in learning. Rather than being a dictator,
the teacher is more of a guide, giving the
students advice and supporting their
efforts. Students are expected to
participate and play an active role in their
4
methods, there would be one prevailing since the information is related
learning style that he or she would use focus of the researchers study
as his or her medium of learning. Once a help strengthen the significance
student discovers his or her preferred purpose of the research. Howe
type of learning, his or her learning lacks a date, which can hinder
process will be improved; thus resulting researchers from knowing whe
to a more convenient way of acquiring is still applicable in todays time
knowledge.
Some of the strategies that a teacher
can use to teach would be direct
instruction, inquiry-based learning and
cooperative learning. Direct instruction is
an approach wherein a teacher is the
one that solely imparts the information to
the students and the most common form
of this are lectures... Inquiry-based
and the teacher serves as the students
learning lets a student learn through his
or her interaction with other students and
this is executed through activities such
as group works or reports ( Quinonez,
2014).
 own learning. There are three models
under this subcategory.

Cooperative Learning

The idea behind this kind of teaching

style is community. Much of the work in
the classroom is group projects, and the
students are responsible for their own
learning and development. The theory
behind this style of teaching is that
students learn best when interacting with
their peers. If all of the students are
going to have access to technology
either at home or at the school, you
should consider a class in Microsoft
Project so they can use it for their
projects and portfolios. There are two
models under this subcategory.

http://www.google.com.ph/books? As listed by Kiryacou (1998), skills

hl=en&lr&id=zcFE- involved in selecting and preparing
SecBUgC&oi=fnd&pg=PR5&dq=teachi lessons, presenting and engaging the
ng+skills&ots=93t2PakQAi&sig=__FTz students in the course, managing and
yAVt9U_d5x0SCXOphYqy0I&redir_esc disciplining a class, and evaluating the
=y#v=onepage&q&f=false students and his or her own progress
are the skills necessary for an individual
to be an effective teacher (p. 8).

Felder, R.M. (2002). Learning and Mismatches exist between common In 2002, Felder stated that a mismatch
teaching styles in engineering learning styles of engineering between the learning styles of students
education. Engineering Education, students and traditional teaching and the teaching method of professors in
78(7), 674-681. styles of engineering professors. In the engineering department have

5

Felder, R.M. (2002). Learning and
teaching styles in engineering
education. Engineering Education,
78(7), 674-681.
consequence, students become
bored and inattentive in class, do
poorly on tests, get discouraged
about the courses, the curriculum,
and themselves, and in some cases
change to other curricula or drop
out of school. Professors,
confronted by low test grades,
unresponsive or hostile classes,
poor attendance and dropouts, know
something is not working; they may
become overly critical of their
students (making things even worse)
or begin to wonder if they are in the
right profession. Most seriously,
society loses potentially excellent
engineers.
The ways people receive information
may be divided into three categories,
sometimes referred to as modalities:
visualsights, pictures,
diagrams, symbols; auditory sounds,
words; kinesthetictaste, touch, and
smell. An extensive body of research
has established that most people learn
most effectively with one of the three
modalities and tend to miss or ignore
information presented in either of the
other two.13-17 There are thus visual,
auditory, and kinesthetic learners.*
Visual learners remember best what
6
negative effects on both the students and
the professors. Students become
disinterested in the lesson which results
to low marks in tests and this can lead to
low self-confidence. In more serious
cases, students drop out of universities
because they get discouraged about the
field that they want to pursue.
Consequently, professors who deal with
these kinds of students begin to think
that there is something wrong with their
students or they start to doubt their
ability to teach. These scenarios then
lead to losing engineers who may be
assets to the society in the future.
According to Felder (2002), people have Learning style
three ways of taking in information,
namely visual, auditory and kinesthetic.
Most people learn best with the use of
only one of these modalities, as
supported by a vast number of
researches. Visual learners are the ones
who retains information best through the
things they see and information that are
presented to them otherwise will most
likely be forgotten. On the otherhand,
auditory learners mainly remember
information that they hear and then later
say themselves. Unlike visual learners,
 they see: pictures, diagrams, flow they prefer lectures and explaining helps
charts, time lines, films, them learn more... While these two
demonstrations. involve learning with information that are
If something is simply perceived, kinesthetic learners learn
said to them they will probably forget information that are both perceived and
it. Auditory learners remember much processed. They learn best when they
of what they hear and more of what move and do something related to the
they hear and then say. They get a lot topic and through the use of senses such
out of discussion, prefer verbal as touch, taste, and smell.
explanation to visual demonstration,
and learn effectively by explaining
things to others.
...
* Visual and auditory learning both
have to do with the component of the
learning process in which information
is perceived, while kinesthetic learning
involves both information perception
(touching, tasting, smelling) and
information
processing (moving,
relating, doing something active while
learning).

Tileston, D.W. (2000). 10 best teaching
practices. Thousand Oaks, California:
Corwin Press, Inc.
It is important to add that even though
these students learn best by hearing,
even they grow weary in a straight
lecture format. The work of Sousa
(1995) and others show that all of us
tend to drop out mentally after 15 or 20
minutes of lecture...
...Using this information as a guide,
Although auditory learners gain How to teach auditory learners
information best through hearing, a
straight lecture format can also wear
them out due to the fact that people are
only focused within 15 to 20 minutes of
lectures...It is also said that it is during
the first 20 minutes of class that the
students learn best. Considering these
information, professors should plan their

7

Tileston, D.W. (2000). 10 best teaching
practices. Thousand Oaks, California:
Corwin Press, Inc.
secondary teachers should give
information for about 15 minutes
followed by activities or discussion to
reinforce the learning. Elementary
teachers would use 7 minutes as their
guide. Sousa refers to the teaching
segments as prime time. During the first
20 minutes of class, he says, students
learn best. New information, information
that is of primary importance, should be
taught during this time.
One of the most effective tools for visual
learners is graphic models, sometimes
called concrete models. These mental
maps help students understand and
remember difficult concepts such as
sequencing, comparing and contrasting,
and classifying. While they are a good
teaching strategy for any student, they
are important tools for visual students.
Visual models help students connect or
relate new information to prior
knowledge. Because they make
abstract more visible, they help
students understand and remember
concepts that are difficult to visualize
otherwise. Young students who have
difficulty with abstract concepts can be
helped by learning to use a set of visual
models that take the abstract to the
concrete... By taking the information
8
lessons in a way that only about 15
minutes of class is consumed for lecture
about the information of utmost
importance and the rest are for activities
or a deeper discussion of the topic
(Tilestion, 2000, p. 14-15).
Graphic or concrete models are critical Teaching Visual Learners
learning tools for visual learners. Visual
learners understand hard concepts
better with the use of models such as
mental maps. These models help
students relate new and prior knowledge
and help students comprehend and
retain these information better. They also
help students who have a difficulty in
remembering concepts that are
abstract... Through concrete models,
students are able to concretize their
ideas more easily. These models are
also important in cases wherein the
teacher wants students to be able to use
their knowledge in some way (Tileston,
2000, p. 16).
 that they know and placing it in a
concrete model, students are able to
transfer abstract thoughts to concrete
ideas more easily. Concrete models can
be used at any time during the learning
process but are critical in the phase of
the lesson in which the teacher wants
the students to use the information in
some way.

Tileston, D.W. (2000). 10 best teaching
practices. Thousand Oaks, California:
Corwin Press, Inc.
Provide opportunities for your class to
go outside, to go on field trips, or to role
play. In addition, whenever possible,
provide opportunities for them to move
around in the classroom, to change
groups, or just to stand. The old adage
that we think better on our feet is
absolutely true. When we stand we
increase the flow of fluids to the brain
and we do learn better. Take advantage
of that in the classroom by having
students stand to give answers or to
discuss with each other.
Activities that make the class move and Activities for Kinesthetic Learne
touch, such as field trips, role plays, and
group works, help kinesthetic learners
learn best. Standing also helps in the
flow of fluids to the brain, which helps in
learning better. Because of this,
opportinuties wherein the students stand
to discuss or recite help kinesthetic
students learn more (Tileston, 2000, p.
19).

Karakoc and Simsek 2004
Findings indicate that the teaching In 2004, Karakoc and Simsek stated that
strategies used by teacher had a the teaching methods of teachers had a
significant significant effect on the learning styles
effect on the learning strategies used by that are used by students.
students. It was hypothesized
that teaching strategies used by teacher
could affect type, number
and way of learning strategies used by
students.

9
Gilakjani, A.P. (2012). A match or
mismatch between learning styles of
the learners and teaching styles of the
teachers. I.J. Modern Education and
Computer Science, 11, 51-60.
Learning styles are the manners in which
individuals perceive and process
information in learning situations.
Learning style preference is one aspect
of learning style, and refers to the choice
of one learning situation or condition
over another. Learning styles are the
general approachesfor example,
global or analytic, auditory or visual
that students use in acquiring a new
language or in learning any other
subject. The manner
in which a learner perceives, interacts
with, and responds to the learning
environment.
As defined by Gilakjani in 2012, a Definition of Learning Styles
persons learning style is the way in
which he or she perceives and
processes knowledge, his or her general
approach to a new subject, and the way
he or she connects and reacts to a
learning environment. One aspect of
learning styles is a persons preference,
which partains to his or her chosen
option in terms of learning scenarios or
states.

Gilakjani, A.P. (2012). A match or
mismatch between learning styles of
the learners and teaching styles of the
teachers. I.J. Modern Education and
Computer Science, 11, 51-60.
Teachers should move away from the
idea that our way of our learning or
teaching is the best and to try to vary
their teaching styles so that it will fit the
learners learning styles and preferences.
Gilakjani (2012) stated that Teachers Can be used in conclusion
should move away from the idea that our
way of our learning or teaching is the
best and to try to vary their teaching
styles so that it will fit the learners
learning styles and preferences.

Gilakjani, A.P. (2012). A match or Learners need to develop flexibility within According to Gilakjani, learners should Can be used in conclusion
mismatch between learning styles of their learning style. Most learning also have the ability to adapt to different
the learners and teaching styles of the situations will probably require more than learning situations. For example, in

10
 teachers. I.J. Modern Education and
Computer Science, 11, 51-60.
Gilakjani, A.P. (2012). A match or
mismatch between learning styles of
the learners and teaching styles of the
teachers. I.J. Modern Education and
Computer Science, 11, 51-60.
Gilakjani, A.P. (2012). A match or
mismatch between learning styles of
the learners and teaching styles of the
teachers. I.J. Modern Education and
Computer Science, 11, 51-60.
Understanding Your Learning Style (2008).
Retrieved November 29, 2014 from
http://www.roe11.k12.il.us/GES
%20Stuff/Day%203/Understanding
%20Your%20Learning%20Styles.pdf
one learning style and at times the
learner could be penalized by not being
able to adapt or
adjust to the learning style required to
learn or understand the content.
Many learning style experts showed the
theory that students will learn more and
will enjoy the class experience and
environment when they can use their
preferred learning styles.
Before teachers can attempt to develop
more flexible teaching styles, they must
be receptive to the idea of change,
beginning with a change in their beliefs
about the students role in the learning
environment. Being student-centered
engages teachers in a humanistic
approach to education in
which they function as facilitators of
learning.
Visual Learners
Visual learners are those students who
jockey for the positions at the front of the
class, must have front row theater seats
and love to be right up front for sporting
11
environments that require the use of
more than one learning style, a student
must be able to adjust to be able to fully
comprehend the lesson (2012).
As numerous experts have stated, Conclusion support why it is
students enjoy and learn more in classes important to match learning sty
that enable to them to use their preffered teaching method
learning style (Gilakjani, 2012).
Teachers must first be open-minded to Conclusion suggestion about
change to be able to try to adjust their changing the teaching style
teaching style. They should also consider
the part of their students in a learning
environment. This will then help the
teachers engage with their students and
will be able to help them approach
education in a more humanistic way, in
which they will serve as facilitators
(Gilkjani, 2012).
In Understanding your Learning Style Body definition of visual learn
(2008), visual learners are said to be
students that love visual models in class
and are inclined to describing things
physically. They are more likely to be

Understanding Your Learning Style (2008).
Retrieved November 29, 2014 from
http://www.roe11.k12.il.us/GES
%20Stuff/Day%203/Understanding
%20Your%20Learning%20Styles.pdf
events in order to obtain the best view.
Visual learners have a tendency to
describe everything that they see in
terms of appearances. These learners
love visual aids such as photos,
diagrams, maps and graphs. Visual
learners frequently are good writers and
will commonly perform quite well on
written assignments. Many students
discover that they are visual learners. It
is estimated that approximately 65% of
the population are visual learners. They
are able to remember how a word looks
rather than the sequence of a word or
how to sound it out.
Auditory Learners
Auditory learners are very good listeners.
They tend to absorb information in a
more efficient manner through sounds,
music, discussions, teachings, etc.
These
individuals will be more likely to record
lectures so that they can replay them at
a later time for study purposes. Auditory
learners appreciate books on tape and
may find that reading aloud will help
them to retain information. Rather than
12
sitting in front of the class or in places
with the best view and tend to perform
well in tasks that are written... They also
tend to be able to retain information by
how they look rather than how they
sound or how they are arranged.
Auditory learners are individuals who are Auditory Learners
excellent in terms of listening and learn
most effectively through information that
are given verbally. In classes, they are
most likely to record lectures, and then
later on use the material for studying.
They appreciate audiobooks more than
books in print and saying something
aloud helps them remember information
better and are most likely to do well in
activities such as oral presentations and
reports (Understand Your Learning Style,

Understanding Your Learning Style (2008).
Retrieved November 29, 2014 from
http://www.roe11.k12.il.us/GES
%20Stuff/Day%203/Understanding
%20Your%20Learning%20Styles.pdf
Pashler, H., McDaniel, M., Dough, R., &
Bjork, R. (2008). Learning styles:
Concepts and evidence. Psychological
Science in the Public Interest, 9(3),
106-119.
written reports, auditory learners tend to
do better on oral presentations and
reports.
Kinesthetic Learners
Kinesthetic learners are tactile learning.
This means that they learn best through
moving, doing, acting out and touching.
Projects that are hands-on in nature are
best for kinesthetic learners. Kinesthetic
learners tend to become frustrated when
they must sit for long periods of time.
They enjoy conducting experiments,
exploring and performing tasks.
It is the claim that learning will be
ineffective, or at least less efficient than it
could be, if learners receive instruction
that does not take account of their
learning style, or conversely, it is the
claim that individualizing instruction to
the learners style can allow people to
achieve a better learning outcome.
13
2008).
Kinesthetic learners are learners that use Kinesthetic Learners
their sense of touch and movement in
learning. They learn more effectively
through activities that enable them to
move and touch since they tend to
become restless when they are
stationary for long periods of time. They
also tend to enjoy performing tasks such
as experiments (Understanding Your
Learning Style, 2008).
It is claimed that in cases wherein the Conclusion-???
mode of instruction does not match the
learning style of a student, learning will
most likely be ineffective. By focusing on
a persons learning style, he or she will
be able to have a more effective learning
result (Pashler, McDaniel, & Bjork, 2008).
Harb, N., & El-Shaarawi, A. (2006).
Factors affecting students' performance.
Retrieved, November 29, 2014 from
http://www.roe11.k12.il.us/GES
%20Stuff/Day%203/Understanding
%20Your%20Learning%20Styles.pdf
JWU Workplace Educators Resource
Package. (n.d.). Visual, auditory and
kinesthetic (VAK) learning style model.
Retrieved November 25, 2014 from
http://www.jcu.edu.au/wiledpack/modules/f
sl/JCU_090460.html
JWU Workplace Educators Resource
Package. (n.d.). Visual, auditory and
kinesthetic (VAK) learning style model.
Retrieved November 25, 2014 from
http://www.jcu.edu.au/wiledpack/modules/f
sl/JCU_090460.html
Study effort, age of student, and a good
match between students learning style
and instructors teaching style all have
positive effect on student's performance.
Visual learners tend to:
-Think in pictures and need to
create vivid mental images to retain
information
-Have visual skills which are
demonstrated in puzzle building, reading,
writing, understanding charts and
graphs, a good sense of direction,
sketching, painting, creating visual
metaphors and analogies (perhaps
through the visual arts), manipulating
images, constructing, fixing, designing
practical objects, and interpreting visual
images
Auditory learners tend to:
-Have highly developed auditory
skills and are generally good at
speaking and presenting
14
According to Harb and El-Shaarawi Conclusion
(2006), Study effort, age of student, and
a good match between students learning
style and instructors teaching style all
have positive effect on student's
performance.
Visual learners tackle and retain Skills of Visual Learners
information with the use of images. They
have visual skills that are manifested in
activities involving pictures and their
sense of sight, and have a tendency to
do good in visual arts. Moreover, they
are good in manipulating, building,
designing, and interpreting (JWU
Workplace Educators Resource
Package, n.d.).
Auditory learners are more inclined to Skills of Auditory Learners
skills that involve their sense of hearing.
They use words to process and recall
knowledge and they tend to learn best in
settings with verbal lectures and
discussions. Their skills are more likely

-Think in words rather than
pictures
Learn best through verbal
lectures, discussions, talking things
through and listening to what others
have to say
to be manifested in activities that require
them to listen and to speak. They are
also good in presenting and analyzing
words (JWU Workplace Educators
Resource Package, n.d.).

-Have auditory skills

demonstrated in listening, speaking,
writing, storytelling, explaining,
teaching, using humour, understanding
the syntax and meaning of words,
remembering information, arguing their
point of view, and analysing language
usage

JWU Workplace Educators Resource
Package. (n.d.). Visual, auditory and
kinesthetic (VAK) learning style model.
Retrieved November 25, 2014 from
http://www.jcu.edu.au/wiledpack/modules/f
sl/JCU_090460.html
Kinaesthetic learners tend to:
-Remember and process
information through interacting with the
space around them
-Find it hard to sit still for long
periods and may become distracted by
their need for activity and exploration
-Have skills demonstrated in
Kinesthetic learners interact with their Skills of Kinesthetic learners
environment to be able to retain and
undertake new knowledge. They require
activity and their skills are manifested in
events wherein their physical movement
and ability are required (JWU Workplace
Educators Resource Package, n.d.).

15

Visual, Auditory, and Kinesthetic Learning
Styles (VAK). (n.d.). Retrieved November
25, 2014 from
http://www.nwlink.com/~donclark/hrd/style
s/vakt.html
Visual, Auditory, and Kinesthetic Learning
Styles (VAK). (n.d.). Retrieved November
25, 2014 from
http://www.nwlink.com/~donclark/hrd/style
s/vakt.html
Visual, Auditory, and Kinesthetic Learning
physical coordination, athletic ability,
hands on experimentation, using body
language, crafts, acting, miming, using
their hands to create or build, dancing,
and expressing emotions through the
body.
The VAK learning style uses the
three main sensory receivers:
Visual, Auditory, and Kinesthetic
(movement) to determine the
dominant learning style. It is
sometimes known as VAKT (Visual,
Auditory, Kinesthetic, & Tactile). It is
based on modalitieschannels by
which human expression can take
place and is composed of a
combination of perception and
memory.
Auditory learners often talk to
themselves. They also may move
their lips and read out loud. They
may have difficulty with reading and
writing tasks.:
Visual learners have two sub-
16
The VAK, or Visual, Auditory, and Introduction to learning styles
Kinesthetic, learning styles make use of
three main senses which determine the
prevailing learning style of an individual.
These learning styles are based on
modalities or the ways in which a
person expresses himself and is made
up of an individuals perception and
memory (Visual, Auditory, and
Kinesthetic Learning Styles, n.d.).
In Visual, Auditory, and Kinesthetic Auditory
Learning Styles (n.d.), it is said that
auditory learners often have a hard time
in dealing with activities that require
them to read or write and have a
tendency to talk to themselves.
Linguistic and spatial are the two sub- Visual Learners Sub-channels
Styles (VAK). (n.d.). Retrieved November
25, 2014 from
http://www.nwlink.com/~donclark/hrd/style
s/vakt.html
Visual, Auditory, and Kinesthetic Learning
Styles (VAK). (n.d.). Retrieved November
25, 2014 from
http://www.nwlink.com/~donclark/hrd/style
s/vakt.html
channelslinguistic and spatial.
Learners who are visual-
linguistic like to learn through
written language, such as reading
and writing tasks. They remember
what has been written down, even if
they do not read it more than once.
They like to write down directions
and pay better attention to lectures
if they watch them. Learners who
are visual-spatial usually have
difficulty with the written language
and do better with charts,
demonstrations, videos, and other
visual materials. They easily
visualize faces and places by using
their imagination and seldom get
lost in new surroundings.
Kinesthetic learners do best while
touching and moving. It also has two
sub-channels: kinesthetic
(movement) and tactile (touch). They
tend to lose concentration if there is
little or no external stimulation or
movement. When listening to lectures
they may want to take notes for the
sake of moving their hands. When
17
channels of visual learners. Visual-
linguistic learners are the ones who
effectively learn with through materials
with written words. They are the ones
who tend to write down information and
prefer watching lectures. On the other
hand, visual-spatial learners are the
ones who do better with information in
the form of images. Unlike visual-
linguistic, they tend to visualize
information with the use of their
imagination (Visual, Auditory, and
Kinesthetic Learning Styles, n.d.).
Kinesthetic learners have kinesthetic, or Kinesthetic Learners Sub-Chan
movement, and tactile, or touch, as their
sub-channels. These type of learners
easily lose focus when there are few or
no external activity. In lectures, they take
down notes to be able to stimulate
movement in their hands. When reading,
they first focus on the main idea of the
material before going in to detail and are

Murphy, R.J., Gray, S.A., Straja, S.R.,
Bogert, M.C. (2004). Journal of Dental
Education, 68(8), 859-866.
Abante, M.E., Almendral, B.C.,
Manansala, J.E., & Maibo, J. (2014).
Learning styles and factors affecting the
reading, they like to scan the most likely to high light and take notes in
material first, and then focus in on the form of drawings (Visual, Auditory,
the details (get the big picture first). and Kinesthetic Learning Styles, n.d.).
They typically use color high lighters
and take notes by drawing pictures,
diagrams, or doodling.
Reiff and Keefe note that a better
understanding of learning styles by
faculty can help reduce the students
level of frustration and improve
instructional delivery methods. Suskie
suggests that instructors should attempt
to alter their methods of teaching to give
students with differing learning styles an
opportunity to learn in an environment
more conducive to their preferences.
Students may need to adapt to learning
modalities differing from their
preferences because of real life
environmental constraints. The need to
learn under pressure may cause the
student to realize that he or she may be
equally comfortable using other learning
modalities.
Learning is the process of gaining Learning encompasses the procedures Definition of Learning
understanding that leads to the of acquiring knowledge through the use
modification of attitudes and behaviours of an individual's learning which then
18
learning of general engineering students.
International Journal of Academic
Research in Progressive Education and
Development, 3(1), 16-27.
through acquisition of knowledge, skills
and values, through study and
experience. Learning
causes a change of behaviour that is
persistent, measurable, and specified or
allows an individual to
formulate new mental construct or revise
a prior construct (conceptual knowledge
such as attitudes or values)
19
influences how a person thinks and
behaves.
Learning is defined as the process of
acquiring comprehension through
studies and experiences which then
influences how a person thinks and
behaves. Through learning, an individual
is able to develop a new mental
demeanor and re-evaluate previous
behaviors (Abante, Almendral,
Manansala, & Maibo, 2014).