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The influence of visual, auditory, a...

Jeral, Kim M.

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The influence of visual, auditory, and kinesthetic learning opportunities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The influence of visual, auditory, and kinesthetic learning opportunities./
Author:	Jeral, Kim M.
Description:	47 p.
Notes:	Source: Masters Abstracts International, Volume: 48-06, page: 3278.
Contained By:	Masters Abstracts International48-06.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1485292
ISBN:	9781124102641

The influence of visual, auditory, and kinesthetic learning opportunities.
Jeral, Kim M.

The influence of visual, auditory, and kinesthetic learning opportunities. - 47 p.

Source: Masters Abstracts International, Volume: 48-06, page: 3278.

Thesis (M.S.)--Southwest Minnesota State University, 2010.

The purpose of this research study was to examine the influence of visual, auditory, and kinesthetic learning opportunities on students. In the beginning of the study, students took a preferred learning style survey which classified their preferred learning style as visual, auditory, kinesthetic, or a mixture of two or more styles. During the course of the study, students read four short stories and one novella; after the completion of each story, students were given a choice of projects to demonstrate their mastery of the material. The researcher used four methods to assess the students during the course of the study. The students began by taking the learning style survey. During the study the researcher kept a tally of off-task behavior both during the VAK centered learning and during days when VAK centered learning was not a priority. The researcher also asked students to fill out exit slips to indicate what they had learned and what they did not understand. The study culminated with students filling out a survey that included four questions about their reactions to the study. The results of the study suggested that students benefit from being able to choose activities to demonstrate their learning. The overall implication is that classroom teachers need to be aware of their students' learning styles and should tailor their instruction according to the needs of their specific learners whenever possible.

ISBN: 9781124102641Subjects--Topical Terms:

1669073
Education, Instructional Design.

The influence of visual, auditory, and kinesthetic learning opportunities.
LDR:02295nam 2200277 4500 001 1404050
005 20111116122917.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124102641
035 $a (UMI)AAI1485292
035 $a AAI1485292
040 $a UMI $c UMI
100 1 $a Jeral, Kim M. $3 1683349
245 1 4 $a The influence of visual, auditory, and kinesthetic learning opportunities.
300 $a 47 p.
500 $a Source: Masters Abstracts International, Volume: 48-06, page: 3278.
500 $a Adviser: Dennis Lamb.
502 $a Thesis (M.S.)--Southwest Minnesota State University, 2010.
520 $a The purpose of this research study was to examine the influence of visual, auditory, and kinesthetic learning opportunities on students. In the beginning of the study, students took a preferred learning style survey which classified their preferred learning style as visual, auditory, kinesthetic, or a mixture of two or more styles. During the course of the study, students read four short stories and one novella; after the completion of each story, students were given a choice of projects to demonstrate their mastery of the material. The researcher used four methods to assess the students during the course of the study. The students began by taking the learning style survey. During the study the researcher kept a tally of off-task behavior both during the VAK centered learning and during days when VAK centered learning was not a priority. The researcher also asked students to fill out exit slips to indicate what they had learned and what they did not understand. The study culminated with students filling out a survey that included four questions about their reactions to the study. The results of the study suggested that students benefit from being able to choose activities to demonstrate their learning. The overall implication is that classroom teachers need to be aware of their students' learning styles and should tailor their instruction according to the needs of their specific learners whenever possible.
590 $a School code: 1448.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0447
690 $a 0525
710 2 $a Southwest Minnesota State University. $3 1023369
773 0 $t Masters Abstracts International $g 48-06.
790 1 0 $a Lamb, Dennis, $e advisor
790 $a 1448
791 $a M.S.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1485292