Does Teaching To A Modality Enhance The Learning Of The Student?

Abstract

Learning is a never-ending process, and a process is an event that leads to a specific consequence. Understanding will not be accomplished if challenges will crusade the learning process to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in learning that is personalized to the learner's needs. The mismatch volition grow as a result of the ineffective use of approaches, techniques, and tactics with the learners. Successful teaching and student learning tin can be achieved by recognizing the learner'south mode and preferred learning modalities. Each student has his or her ain learning fashion and preferences. Some people detect their dominant learning mode, while others utilize various learning styles in different circumstances. Information technology contradicts Kolb's learning style theory which claims that people are born with a preference for a particular learning manner. The study relied on Neil Fleming'due south VARK model of learning. This model emphasizes that students have dissimilar "preferred learning modes," or ways of processing information. The acronym VARK stands for Visual, Auditory, Reading/Writing Choice, and Kinesthetic learning styles. During the commencement semester of the Academic Year 2020-2021, this study sought to ascertain the various learning styles (visual, auditory, read/write, and kinesthetic) and preferred learning modalities of second-year college students. Via the use of "Google Forms," the students completed a personalized questionnaire focused on Fleming's VARK Learning Styles and preferred learning modalities. The results of the responses were downloaded in spreadsheet format from Google Forms. A total of 199 students served as respondents to the survey. The vast bulk are "visual and read/write." The self-learning package (hardcopy of modules) and the teachers' PowerPoint presentations are the chosen learning modalities. Students' learning styles and preferred learning modalities are closely linked, just at that place are no substantial differences when classified past sex and area or major of specialization. It is recommended that teachers utilise the Fleming learning styles instrument at the get-go of the class to gain a solid agreement of what to teach and how to treat their students in terms of pedagogies in order to keep students involved in the teaching and learning activities. Furthermore, since the pandemic is still widespread beyond the globe, contiguous communication is forbidden. Teachers and students must conform to the New Normal'southward demands, despite the fact that it comes with financial constraints. Schoolhouse administrators must provide the necessary equipment so that teachers tin deliver quality teaching in an effective and efficient style.

Share and Cite:

Cabual, R.A. (2021) Learning Styles and Preferred Learning Modalities in the New Normal. Open Access Library Periodical, 8, 1-14. doi: 10.4236/oalib.1107305.

1. Introduction

Teachers and students alike have been shocked by the potential impact on teaching and learning but a few months subsequently the pandemic was appear. Digital and online delivery modes, mixed or versatile delivery modes, synchronous or asynchronous commitment modes, or a mixture of all these alternative delivery modes of teaching accept largely replaced conventional face-to-face grooming. Every bit a upshot of the college's survey, the online interactive method of pedagogy and learning has been used from the commencement. The issues surfaced about a calendar month subsequently information technology was introduced. The students became aware of the financial costs associated with the holding of online or virtual classes, such as the demand to purchase a laptop/desktop, or an Android telephone that is WIFI compatible, as well as a proficient cyberspace connection, in gild to fulfill the requirements for virtual or online classes. Teachers are affected by the difficulties that students face. It's also evident that the pandemic had an outcome on teachers' and students' teaching and learning practices.

This research was carried out in the hopes of making an impact. It full-bodied on identifying the Learning Styles and Preferred Learning Modalities of students in the New Normal. This was believed to answer to the students' difficulties during the pandemic. Similarly, after the learning patterns take been established, teachers will have baseline data to utilize in planning the subjects that volition be taught to them. Fifty-fifty if a pandemic occurs, the known subjects are the most important for students to empathize. The teachers' methods or techniques should also reflect the students' learning styles and preferred learning modalities.

Generally, this study aimed to determine the different learning styles (visual, auditory, read/write, & kinesthetic) and second year college students' preferred learning modalities during the beginning semester of the Academic Yr 2020-2021.

Specifically, the following questions were answered:

1) How may the profile of the educatee-respondents be described in terms of:

a) Historic period:

b) Sex activity; and

c) field of specialization?

2) How may the learning styles of the students exist described in terms of:

a) Visual;

b) Auditory;

c) Reading/Writing; and

d) Kinesthetic?

3) How may the preferred modalities of the students be described in terms of:

a) Self-learning kit (hardcopy of the modules);

b) Online (virtual classes:

c) PowerPoint on the topics;

d) Cocky-learning kit (soft re-create of the modules); and

e) video recordings on the topics?

4) Is in that location a pregnant difference in the learning styles of the educatee-respondents when grouped based on sex activity and field of specialization?

2. Literature and Methods

Learning is a continuous process, and a process is actions that lead to a result. In this state of affairs, learning barriers can event in delay or stop the learning process. Even so, an effective learning strategy tin overcome those barriers to create learning that suits the learner. One of those barriers is the mismatch in the teaching-learning approach. An inappropriate mode of using methods, techniques, and strategies to the learners may lead to this barrier. Recognizing the learner'southward style of learning tin can be lead to effective learning.

Every student has a learning style and learning preferences that are useful and helpful to them. Some find their dominant learning mode, simply others use different learning styles in other situations. In contrast to Kolb's learning fashion theory, different people naturally prefer a specific single different learning style, meaning to say everyone has a unique learning fashion.

The teachers demand to understand how their students learn, but they must understand their learning fashion. Teachers for many years found out that students are unique individuals; they accept their preferred learning fashion that suits them in understanding the lesson better. Kinesthesia should think that knowing the students learning style is the central to unlock the classroom with a instructor knowledgeable in making the form prepared and can lucifer the educatee's preferences with advisable method and technique.

One of the things that educators should know in the learning process is to be enlightened that they are diverse individuals, peculiarly in their learning styles. Near all educators know that unlike learning styles exist; integrating this into a classroom has non been meaning. Understanding these learning styles is one fashion of creating a classroom with the higher success of past students. Then faculty should understand these styles to create more appropriate didactics for the students. Pupil'southward performance may relate to their learning preferences. The student's success is partly dependent on the instructor's understanding of their learning styles.

Student-centered is ane of the approaches that create more stability between the instructor and student, each playing a role in the learning process. While the teachers still concur authority, they act more every bit facilitators, coach students, and assist them in their learning (Lathan, 2021) [i] . For this arroyo to go constructive, the teachers should consider the students preferred learning styles. If students are aware of their learning styles, they will be able to cope with this arroyo with ease.

Both instruction and learning styles play an essential part in learning development and accomplishment. Thus, researchers have paid great attention to discovering the students' learning styles, particularly under the New Normal.

The VARK model of students' learning styles, adult by Neil Fleming, is usually used by most researchers. VARK stands for Visual, Auditory, Reading/Writing Preference, and Kinesthetic. Students take different approaches to how they translate information, which is referred to equally "preferred learning modes" in the model.

Visual learning style prefers images, maps, and graphic organizers to access and empathize new information.

Listening and speaking in seminars and group discussions assist auditory learners understand new cloth. Students benefit from the use of mnemonic devices and apply repetition as a study strategy.

Read and Write learning fashion learns all-time through words. These students may present themselves as copious annotation-takers or gorging readers and interpret abstract concepts into words and essays. The kinesthetic learners best empathise data through a tactile representation of information. Cherry (2019) [two] mentioned that these students are hands-on learners and learn all-time by figuring things out by hand. This model identifies students learning styles, and allowing students to admission the information they are comfy with, will increment their bookish confidence. The teacher gains a better perspective on implementing these learning styles into lesson plans and study techniques.

The main ideas of VARK are outlined in the volume Learning Styles Again: VARKing up the right tree (Fleming and Baume, 2006) [iii] ; beliefs and learning accept a significant influence on the students preferred learning styles, and the preferred learning modalities should be associated with appropriate learning strategies, and the information accessed through students' use of their modality preferences shows an increment in their levels of comprehension, motivation, and metacognition.

Learning styles make an essential component of how the instructor will demonstrate the students' knowledge to understand what is being taught easily (Busilaoco et al., 2014) [4] . In a study conducted by Rezaeinejad (2015) [5] on the Learning Styles and Its Relationship with Educational Achievement among Iranian Loftier School Students, he found out that knowing the students' learning style will help the instructor evangelize the lesson that students can cope easily, brand diverse teaching strategies, and pb to their educational accomplishment.

These studies are supported by the outset distinctive characteristic and guiding principle of the Philippines' DepEd Yard to 12 Basic Education Program (2012) [6] . The learner is the very reason for the unabridged curriculum system. Its primary emphasis is on the learner'south holistic learning and growth. An instructor provides an environment in which the learner enjoys learning, participates in meaningful learning activities, and achieves success because he or she is valued, embraced, and feels secure, even if he or she makes mistakes during his or her learning exploration. He/she is empowered to make choices to become responsible for his/her learning in the classroom and for a lifetime.

A group of psychologists stated that at that place is no adequate evidence-based to justify incorporating learning mode assessments into general educational practice. Thus, limited teaching resource would be devoted to adopting other educational practices with a robust bear witness-based increase in numbers. Co-ordinate to Rohrer and Pashler (2012) [seven] , given the scarcity of methodologically audio studies of learning styles, bold that all potential learning styles have been studied may be a error. More research into the utilize of learning style tests in teaching may be necessary in some situations, just it must be done properly.

Jun Sun (2009) [8] stated in an article Learning and Individual Differences, attitude formation in human learning afflicted individual learners' experiences with diverse learning objects in particular learning contexts. It hypothesizes that the learner'southward object-related perceptions, personality traits, and situational perceptions may accept unlike relationships with the general attitudes towards the learning objects and the specific attitude. Farther, Hatami (2012) [9] described learning style equally not in itself ability but rather a preferred mode of using one'due south abilities. According to Sternberg and Grigorenko [10] , there are iii primary motivations or interests in studying styles; agreement, anticipating, and enhancing educational achievement; and improving vocational choice, education, and potential placement. Individuals have different learning styles. That is, they differ in their "natural, habitual, and preferred way of arresting, processing, and retaining new information and skills" (Reid, 1995) [11] . Too, the study results suggested that there are substantial differences in learning between Australia and Communist china. As a result, when structuring course offerings for students in China, programme managers must consider these disparities (Heffernan, et al. 2010) [12] .

Methodology

The quantitative and qualitative methods to solicit the responses of the respondents were used.

Fellows and Liu (2008) [13] said that quantitative research methods are unremarkably adopted considering they are scientific methods and provide immediate results. Another reason backside selecting this arroyo is that information technology is more efficient, tin test hypotheses, and ever targets clarifying features, affair them, and build statistical models to describe what is discovered during research. According to Matthews & Ross (2010) [14] , quantitative research methods are fundamentally put on collecting data gear up, and that could be displayed numerically. Mostly, quantitative data is accumulated when a researcher has followed the positivist epistemological fashion and information are collected that may exist scientifically analyzed.

In this study, the learning styles and the preferred learning modalities were treated quantitatively. The students were asked to accomplish the sixteen sets of questions for their learning styles using Flemings VARK, which was customized and subjected to validation. In that location were four questions for each of the 4 types of learning styles, which are numbered from one to sixteen. The questions were ramdomly positioned. For each question, the four learning types were represented. Information technology was tallied using frequency counts, tabulated, interpreted and analyzed. The information on the learning styles and preferred learning modalities were collected through Google Forms.

Since the pandemic is ongoing, purposive sampling was used. There were vii sections of the second year college students, which totaled 199. According to Lee (2011) [xv] , purposive sampling is an acceptable kind of sampling for special situations. It uses the judgment of an skillful in selecting cases or it selects cases with a specific purpose in mind. Purposive sampling is used well-nigh often when a hard-to-reach population needs to be measured.

The link was provided to all identified second yr students during the showtime semester of the Academic Year 2020-2021. Thirty days (Nov 16 to December 15) were given to them to submit their responses. The 199 chosen students accomplished and submitted their responses via Google Forms. They are those with strong cyberspace connectivity, have gadgets or android phones, which are WiFi ready, and financially capable.

A exam of difference using Chi-square was used to determine if there is significant divergence between the learning styles when grouped based on sex activity and their preferred learning modalities.

The qualitative analysis, a non-numerical information collection approach focused on empirical ascertainment was also used to analyze the relationship of the learning styles and the preferred learning modalities, particularly on the contour variables on sexual activity, and field/major of specialization.

Qualitative research is mainly found in disciplines where the target is on reason and information such as sociology, interpersonal anthropology, and psychology rather than on predictions (Hakim 2000) [16] . This is appropriately applicable because it is pandemic fourth dimension. Bryman and Bell (2007) [17] explained that qualitative research is a written report strategy that implies the relationship betwixt theory and research and ordinarily emphasizes how theories were made. Qualitative enquiry is inductivist, constructionist, and interpretivist, but qualitative researchers always don't subscribe to all three of these methods.

3. Results and Discussions

The following tables show the survey results regarding the learning styles and the College of Education'due south second-twelvemonth students' preferred learning modalities at the Nueva Ecija University of Science and Engineering science. This part includes the profile of the students, the learning styles, and the preferred learning modalities.

three.1. Contour of the Students

This portion includes the age, sex, and field of specialization of the students presented in Table 1 and Tabular array 2.

The students' Age and SEX profiles are shown in Table 1. It is shown from the Tabular array that the age distribution of students varies. The majority of students are females with 175 (87.44%), 19 years old, comprising 50.75% of the full respondents. It is followed by 69 (34.67%) students whose age is 20; 18 (ix.05) of them are 21 years old; 4 (ii.01%) of the students are 18 years old, and there is one (0.50%) who is 35. There are 24 (12.56%) male person respondents.

The majority of the respondents are females between the ages of xix and 20. According to the results, the age distribution of the students differs. In terms of learning, age is not a gene. Information technology is often proposed that a person's career may exist pursued regardless of his or her age as in the example of the 35-yr-erstwhile who keeps going to school.

Table 1. Historic period and sex activity of the students.

Table 2. Field of specialization of the students.

Tabular array ii presents the field of specialization of the students. It is reflected on the Table, the Engineering science and Livelihood Educational activity program/major dominates the grouping of respondents with 79 (39.70%), closely followed by Industrial Didactics program/major with 62 (31.16%), the English language major with 31 (fifteen.58%), and the General Science major with 27 (13.57%).

Co-ordinate to the findings, the Available of Applied science and Livelihood Educational activity and the Bachelor of Industrial Education are the most common program/major choices among second-year students. This is supported by the college'south Guidance and Testing office, which reclassified the students based on their preferences or inclinations in the particular plan. Furthermore, the Committee on College Education (CHED) sets a cap on the number of non-priority courses or programs offered in an educational institution. The university instructed the college to reduce the number of blocks or parts to comply with specific mandates. As a result, only ii blocks accept been created for Industrial and Technology Teaching.

This result besides suggests that, fifty-fifty though the curriculum seemed to be geared toward male students, female students dominate industrial, technology, livelihood education, and secondary education. Furthermore, when choosing a class or class, students choose the program or course they believe will pb to a potential chore.

iii.2. The Learning Styles of the Students

The Learning Styles of the students are reflected in Table 3. Information technology is shown in the Table that the majority of the students are "visual" with 105 (52.76%); the auditory students are 36 (18.09%); 35 (17.59%) are kinesthetic, and there are 23 (eleven.56%) who are read/write.

The study's findings revealed that the students' grouping is "visual", and the rest are distributed to the other iii learning styles. Felder & Solomon (2007) [18] explained that visual learners remember best what they see pictures, diagrams, flow charts, timelines, films, and demonstrations. They tend to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is primarily verbal very useful to acquire. They use concept maps list key points, enclosing them in boxes or circles, drawing lines between concepts to testify connections. The colour code notes with a highlighter so that everything relating to ane topic is the same colour.

Table iii. Learning styles of the students.

"Each child possessed unique talents and skills," Aristotle said, noting that young children differed from ane another. Carl Jung, an observational psychologist, developed a psychological blazon theory, which is 1 of the starting time learning fashion theories (Cherry, 2019) [2] . Diverse learning styles were evaluated and identified past Jung. Reflective versus impulsive learning styles, for example, or random versus sequential learning styles, are bipolar individuals that embody ii broad-spectrum extremes. On the other mitt, a learner who falls on the spectrum is value-neutral since each pinnacle has advantages and disadvantages (Dӧrnyei, 2005) [xix] .

In a research titled Learning Styles and Students' Achievement in Science, what is existence taught has less impact on learners' accomplishment than the fashion materials are presented. In other words, learning styles brand an essential component of how the teacher volition demonstrate the knowledge for the students to understand what is being taught easily. (Busilaoco et al., 2014) [4] . In another written report, Rezaeinejad (2015) [5] evaluated the Learning Styles and Its Relationship with Educational Accomplishment amid Iranian High Schoolhouse Students. He plant out that knowing the students' learning style will help the teacher evangelize the lesson that students can cope hands, brand diverse teaching strategies, and lead to their educational achievement.

Teachers must cater to the needs of visual students by creating appropriate instructional materials, every bit they learn all-time when they can encounter what they are studying. The teacher'due south teaching strategies and approaches must be compatible with the learning styles of the students. At the first of each form, a learning fashion diagnosis must be given. Since the pandemic is all the same ongoing, changes to the syllabus should focus only on the nigh critical learning competencies while maintaining the highest possible quality of content commitment.

three.3. Preferred Learning Modalities of the Student-Respondents

The students' preferred learning modalities are shown in Table 4. The self-learning kit (hardcopy of the modules) earned the highest percentage, 66.67 percentage, and was ranked first. Video recordings on the topics come in second with 42.71 percent, followed past the self-learning kit (soft re-create of the modules) in third identify (35.18 percent), online (virtual classes) in 4th place (30.65 percent), and PowerPoint on the topics in fifth place (12.56 percent) among the students' preferred modalities.

Tabular array 4. Preferred learning modalities of the student-respondents.

The results are intriguing because most students chose the hardcopy of the modules amid the pandemic. It is suggested that they will be able to learn at their speed and in their ain time with the modules provided past their respective teachers. Some of them are auditory. They are more probable to avoid participating in virtual/online classes due to their lack of access to the requisite technology, such as a laptop/desktop, smartphone, or Android phone.

The students' preferred learning modalities and their learning styles have been discovered to have a close connection. Since most students have reported multiple responses in their preferred learning modalities, the association between learning styles and preferred learning modalities was not statistically evaluated.

The Department of Education Secretary, Leonor Briones said that viii.8 million parents preferred printed modules, followed by blended learning, which is a combination of learning past modules, online classes, idiot box, and radio (3.9 million parents), online learning (3.8 million), and educational television (1.4 million parents) (500,000 parents) in a report equally cited past Bonz Magsambol dated July 30, 2020 [20] .

3.four. Significant Deviation in the Student Respondents Learning Styles when Grouped Based on Sex activity and Field of Specialization

Tabular array 5 presents the difference between the students' learning styles when grouped based on sex.

The chi-foursquare was used to test the difference between the students' learning styles when grouped based on sexual activity and field of specialization.

With the computed p-value = 0.06, the students' learning styles when grouped based on sexual practice accept no pregnant difference. The students' sex contour does not have a substantial difference with their learning styles. Males and females akin, when their learning styles were determined, yield no significant difference. At that place are attribution factors or reasons why there is no significant deviation between these variables: showtime, the pandemic situation where the students tend to group themselves according to their being adjacent. Second, the students' modular approach of learning led the style for such groupings; and lastly, learning styles that vary from educatee to student did not surface in the present study.

Tabular array v. Test of difference between the learning styles of the students, when grouped based on sex.

Whereas, in the report of Dobson (2010) [21] , comparison betwixt learning manner preferences and sexual practice, status, and form operation, the students were asked to select the single sensory modality they felt they preferred to apply when internalizing information in the course. Co-ordinate to the findings, sensory modality preferences were related to both sex and course scores significantly. Those who chose the K modality, for example, scored considerably lower than those who chose the other three.

Tabular array 6 shows the differences in learning styles amid students when they are grouped past field of specialization.

With 104 students, the Table shows that the students' learning styles fall into the "visual" grouping. Due to the pandemic, they preferred to be visual, majoring in Science, English, Industrial, or Livelihood Pedagogy. They are agape of contracting COVID-19 through physical interaction with their teachers. Furthermore, nigh students' financial circumstances may explicate why they choose the Complimentary self-learning kit (hardcopy of the modules) prepared by their teachers.

With the computed p-value = 0.464, the students' learning styles, when grouped based on field of specialization, have no meaning difference.

This consequence suggests that the students' learning styles are unaffected by their chosen discipline. Furthermore, the findings can exist interpreted based on the different learning styles of the students. For example, English language majors place a greater emphasis on "visual" than one would think. They should accept been in the categories of "read/write" or "auditory." It also applies to other areas (General Science, Industrial Education, & Applied science Education). They revealed themselves to be "visual" students. As a result, with a calculated p-value of 0.464, the exam of the disparity between the students' learning styles and their area of specialization is rejected.

iv. Conclusions and Recommendations

4.1. Conclusions

Most of the respondents are females and are 19 years sometime. Their plan/major preference is the Bachelor of Applied science and Livelihood Education and the Available of Industrial Education. Though the program seemed to be for male students, female students dominate industrial teaching, technology and livelihood instruction, and secondary pedagogy.

Table 6. Learning styles of the students when grouped based on field of specialization.

The majority of the students are "visual," with remaining three learning styles distributed evenly. Amongst the pandemic, the majority of students chose the hardcopy of the modules. Through their respective teachers' modules, they volition learn at their speed and on their ain time. They are also kinesthetic, auditory, and read/write.

The learning styles and the preferred learning modalities were non statistically tested. Nonetheless, there is a strong relationship betwixt the learning styles and the students' preferred learning modalities, as revealed in the results. Most students take indicated multiple responses in their preferred learning modalities. Hence, it is far across to compare the 2 variables.

The students' learning styles, when grouped based on sexual practice, take no significant difference. The students' sexual practice profile does not have a substantial difference with their learning styles. Males and females akin, when their learning styles were determined, yield no significant difference. Several reasons contributed to this; first, the pandemic state of affairs where the students tend to group themselves according to their being adjacent. Second, the students' modular approach of learning led the way for such groupings; and lastly, learning styles that vary from student to educatee did not surface in the present study.

Farther, the students' field of specialization or major has no significant difference with their learning styles. The results tin also be interpreted based on the variations in the students' learning styles. The English language majors are more on "visual" than expected. They should have been into the "read/write" or "auditory" categories. It is likewise true to other fields (General Scientific discipline, Industrial Educational activity, & Technology Education). They came out to be "visual" students.

Although the students preferred one thing in common: the self-learning kit (hardcopy of the modules) prepared by their teachers which ranked first, the examination of correlation was non established with their learning styles due to the students' multiple responses in identifying other preferred learning modalities. Such selection may also be due to the students' financial situation because some of their parents take lost their jobs during the pandemic. Emerging issues might surface when the situation restores to the normal status, i.e. testing the correlation of the students' profiles with their learning styles and preferred learning modalities.

4.2. Recommendations

The administration of a diagnosis of the learning styles and preferred learning modalities should exist done at each class's opening. In this instance, the teachers are guided with the baseline information they have of their students.

Teachers must cater to visual students' needs past creating suitable instructional materials since learning is best attained when they run into what they are studying.

Other learning styles must likewise be addressed. The auditory, read/write, and kinesthetic students must also be given due importance. The teachers also demand to have a diverseness of activities to reply to their students' specific needs. There should be equity and equality in attending to the interests, conditions, and level of abilities, particularly in this fourth dimension of the pandemic.

At that place must exist an alignment of the teacher's didactics strategies/approaches with the students' learning styles and preferred learning modalities.

There must exist adjustments in selecting the topics incorporated in the syllabus or the teachers' academic plans; approved by the academic heads. The contents or topics should embrace the essential learning competencies without sacrificing the content'due south quality of instructional delivery.

Since the pandemic situation is not yet over, asynchronous and synchronous approaches can still be used. In online learning, asynchronous learning is a student-centered teaching approach that is widely used. Its basic principle is that learning should occur at various times and places for each learner, as opposed to synchronous learning, which takes identify at the aforementioned time and identify for groups of learners or one learner and their teacher. Instructors normally ready a learning roadmap for students to follow at their own pace in asynchronous learning. Some examples of this method are creating online content with pre-recorded videos, PowerPoint presentations, a quiz, or an examination via Google Forms. Synchronous learning is any grade of learning in which the learner(s) and instructor(due south) meet an agreed fourth dimension and place to facilitate learning. This approach involves in-person classes also as live online meetings with the entire class or smaller groups. Students ordinarily go forth the learning path together in synchronous learning, assisted by a teacher who can encourage students to perform assignments and activities. The majority of online learning occurs asynchronously, with synchronous learning occurring merely when there is a existent need for live discussion or interaction or a strategy to foster community amid students.

Conflicts of Interest

The author declares no conflicts of interest regarding the publication of this paper.

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