Learning Styles of Undergraduate Musical Students Attending Music College in Thailand
DOI:
https://doi.org/10.7203/LEEME.25.9810Keywords:
Learning Modes, Visual, Auditory, Reading-Writing, Kinesthetic, Music Education.
Abstract
Some previous studies postulate that every individual has a different learning style. Students have preferences for the ways in which they receive information. One of the most challenges that music educator in Thailand face today is improving the level of music student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preferences survey linked to sensory modalities was given to music students of Undergraduate Studies at College of Music Mahidol University, Thailand. The survey called VARK (an acronym for Visual, Aural, Read-Write, and Kinesthetic) was applied in order to identify student’s preferences for particular modes of information presentation. The purpose of this descriptive study was thus to determine the learning style and measure the distribution of learning preference mean scores of the music students and note any significant differences among classes and gender determined using 348 participants from the Mahidol University College of Music, Thailand, in 2008-2009. According to the VARK questionnaire, students were divided into five groups (visual, auditory, read-write, kinesthetic, and multimodal learners). The unimodality preference was 33.9 % and multimodality was 66.1 %. Among the students who preferred one mode of information presentation, 15.3 % were kinesthetic, 62.7 % were auditory, 10.2 % were visual, and 11.9 % were read-write learners, respectively. Some students preferred multiple modes: bimodal (26.4 %), trimodal (27.3 %), and quadmodal (12.4 %), respectively. Music students prefer aural learning at a higher percentage than other modes. Inter-class differences varied while gender differences were not significant. Introducing the VARK survey can provide a vehicle for self-knowledge and to explore opportunities for making the music educational experience both more productive and enjoyable for students and faculty members. Knowing the music students preferred learning modes can: (1) help provide instruction tailored to the student’s individual preferences, (2) overcome the predisposition to treat all music students in a similar way, (3) motivate teachers to move from their preferred mode(s) to using others, and (4) develop appropriate learning approaches and explore opportunities so that music educators will be able to make the educational experience more productive.
Author Biography
Wichian Sittiprapaporn
References
Amstrong, E. and Parsa-Parsi, R. (2005). How can physicians’ learning styles drive educational planning? Acad. Med., 80: 680-684.
Bailey C.M., Hsu, C.T. and DiCarlo, S.E. (1999). Educational puzzles for understanding gastrointestinal physiology. Adv. Physiol. Educ., 21: 1-18.
Baykan, Z. and Nacar, M. (2007). Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey. Adv. Physiol. Educ., 31: 158-160.
Bergman, L.G. and Fors, U.G. (2005). Computer-aided DSM-IV-diagnostics-acceptance, use and perceived usefulness in relation to users’ learning styles. BMC Med. Inform. Decis. Mak., 5: 1.
Bonwell, C.C. and Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. Washington, DC: George Washington Univ.
Carbo, M. (1983). Research in reading and learning style: implications for exceptional children. Exceptional Children, 49: 489-493.
Chan, V., Pisegna, J.M., Rosian, R.R. and DiCarlo, S.E. (1991). Construction of a model demonstrating neural pathways and reflex arcs. Adv. Physiol. Educ., 271: 14-42.
Coffied, F., Moseley, D., Hall E. and Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review. London: Learning Skills and Research Centre.
Collins J. (2004). Education techniques for lifelong learning: principles and adult learning. Radiographic, 24: 1483-1489.
Collins, H.L., Rodenbaugh, D.W., Murphy, T.P., Kullics, J.M., Bailey, C.M. and DiCarlo, S.E. (1999). An inquiry-based teaching tool for understanding arterial blood pressure regulation and cardiovascular function. Adv. Physiol. Educ., 277: 15-28.
Cooper, S.S. (2007), Life Circles, Inc. Learning Styles [online]. http://www.lifecircles- inc.com/learningstyles.htm (March 12, 2007)
Cortright, R.N., Collins, H.L. and DiCarlo, S.E. (2005). Peer instruction enhanced meaningful learning: ability to solve novel problems. Adv. Physiol. Educ., 29:107-111.
Cortright, R.N., Collins, H.L., Rodenbaugh, D.W. and DiCarlo, S.E. (2003). Student retention of course content is improved by collaborative-group testing. Adv. Physiol. Educ., 27: 102-108.
DiCarlo, S.E. and Collins, H.L. (2001). Colored letters: a tool to increase class participation in a large classroom. Adv. Physiol. Educ., 25: 143.
DiCarlo, S.E., Sipe, E., Layshock, J.P. and Rosian, R.L. (1998). Experiments and Demonstrations in Physiology. Upper Saddle River, N.J.: Prentice Hall.
Dinakar, C., Adams, C., Brimer, A. and Silva, M.D. (2005). Learning preferences of caregivers of asthmatic children. J. Asthma., 42: 683-687.
Erkus, H., Topcu, U., Yüksel, K., Mohamed, M., Kihç, M., Rjab, M., Dedebali, O. and Semin, I. (2006). Tip Fakültesinde Ogrencilerinde Ogrenme Stilleriile Egitim Yöntemleri Arasindaki Iliskinin Arastirlmasi. IV Cuurova, Turkey: Ulusal Tip Egitimi Kongresi, Cukurova Universitesi.
Fleming, N.D. (1995). I’m different, not dumb: modes of presentation (VARK) in the tertiary classroom. In: Zelmer, A. (Ed), Research and development in higher education: proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA). pp. 308-13.
Fleming, N.D. (2007). VARK: A Guide to Learning Styles. [On-line] http://www.vark- Learn.com/English/page.asp?p=questionnaire (March 12, 2007).
Fleming, N.D. and Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To improve Acad., 11: 137-144.
Forrest, S. (2004). Learning and teaching: the reciprocal link. J. Contin. Educ. Nurs., 35: 74-79.
Gordon, H.R.D. (1998). Identifying learning styles. Educational Resources Information Center ED 424 287.
Gudmundsdottir, S. and Shulman, L. (1987). Pedagogical content knowledge in social studies. Scand., J. Educ. Res., 31: 59-70.
Howard, M.G., Collins, H.L. and DiCarlo, S.E. (2002). “Survivor” torches “Who Wants to be a Physician?” in the educational games ratings war. Adv. Physiol. Educ., 26: 30-37.
James, W. and Gardener, D. (1995). Learning styles: implication for distance learning. New Dir Adult Contin. Educ., 67: 19-32.
Kuipers, J.C. and Clemens, D.L. (1998). Do I dare? Using role-play as a teaching strategy. J. Psychosoc. Nurs. Ment. Health Serv., 36: 12-17.
Laight, D.W. (2004). Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style. Med. Teach., 26: 229-233.
Lang, H. Stinson, M., Kavanagh, F., Liu, Y. and Basile, M. (1999). Learning styles of deaf college students and instructors’ teaching emphases. J. Deaf Stud. Deaf Educ., 4: 16-27.
Lewthwaite, B.J. and Dunham, H.P. (1999). Enriching Teaching Scholarship through Learning Styles. Educational Resources Information Center (ERIC), ED 428 057.
Lujan H.L. and DiCarlo, S.E. (2006). First-year medical students prefer multiple learning styles. Adv. Physiol. Educ., 30: 13-16.
Lujan H.L. and DiCarlo, S.E. (2006). Too much teaching, not enough learning: what is the solution? Adv. Physiol. Educ., 30: 17-22.
Mierson, S. (1999). Skills and games to enhance students’ learning of physiology. Am. J. Physiol. Adv. Physiol. Educ., 277: S283-284.
Miller, P. (2001). Learning styles: the multimedia of the mind. Educational Resources Information Center, ED 451, 140.
Murphy, R.J., Gray, S.A., Straja, S.R. and Bogert, M.C. (2004) Student learning preferences and teaching implications. J. Dental. Educ., 68: 859-866.
Moy, J.R., Rodenbaugh, D.W., Collins, H.L. and DiCarlo. S.E. (2000). Who wants to be a physician? An Educational tool for reviewing pulmonary physiology. Adv. Physiol. Educ., 24: 30- 37.
Odenweller, C.M., Hsu, C.T. and DiCarlo, S.E. (1998) Educational card games for understanding gastrointestinal physiology. Adv. Physiol. Educ., 20: 78-84.
Pillemer, D.B., Wink, P., DiDonato, T.E. and Sanborn, R.L. (2003). Gender difference in autobiographical memory styles of older adults. Memory, 11: 525-532.
Rao, S.P. and DiCarlo, S.E. (2001). Active learning of respiratory physiology improves performance on respiratory physiology examinations. Adv. Physiol. Educ., 25: 55-61.
Rao, S.P. and DiCarlo, S.E. (2000). Peer instruction improves performance on quizzes. Adv. Physiol. Educ., 24: 51-55.
Rao, S.P., Collins, H.L. and DiCarlo, S.E. (2002). Collaborative testing enhances student learning. Adv. Physiol. Educ., 26: 37-41.
Rodenbaugh, D.W., Collins, H.L. and DiCarlo, S.E. (1999). Construction of a model demonstrating cardiovascular principles. Adv. Physiol. Educ., 277: 67-83.
Rourke, B.P., Ahmed, S.A., Collins, D.W., Hayman-Abello, W.E. and Warriner, B.P. (2002). Child clinical/pediatric neuropsychology: some recent advances. Clinical Psychol., 53: 309-339.
Sandmire, D.A. and Boyce, P.F. (2004). Pairing of opposite learning styles among allied health students: effects on collaborative performance. J. Allied. Health., 33: 156-163.
Scannapieco, F.A. (1997). Formal debate: an active learning strategy. J. Dent. Educ., 61: 955-961.
Silverthorn, D.U. (1999). Using demonstrations to uncover student misconceptions: the law of LaPlace. Adv. Physiol. Educ., 277: 281-282.
Slater, J.A., Lujan, H.L. and DiCarlo, S.E. (2007). Does gender influence learning style preferences of first-year medical students? Adv. Physiol. Educ., 31: 336-342.
Tanner, K. and Allen, D. (2004). Approaches to biology teaching and learning: learning styles and the problem of instructional selection-engaging all students in science courses. Cell Biol. Educ., 3: 197-201.
Veenman, M.V., Prins, F.J. and Verheij, J. (2003). Learning styles: self-reports versus thinking- aloud measures. Br. J. Educ. Psychol., 73: 357-372.
Wehrwein, E.A., Lujan, H.L. and DiCarlo, S.E. Gender differences in learning style preferences among undergraduate physiology students. Adv. Physiol. Educ., 31: 153-157.
Winn, J.M. and Grantham, V.V. (2005). Using personality type to improve clinical education effectiveness. J. Nucl. Med. Technol., 33: 210-213.
Wolfe, J. (1985). The teaching effectiveness of games in collegiate business courses. Simulations Games, 16: 251-258.
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.
Language
Information