Academic Learning Styles

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CHAPTER 2
LITERATURE REVIEW

2.1 Introduction
In the previous chapter, the objective and scope of this study have been described. The main objectives of this study are to analyse the relationship between students' academic achievement and their learning styles (Visual, Auditory, Read-write, Kinaesthetic) and to identify the most significant factors of learning styles that influencing mathematic achievement of diploma student of UniKL MITEC. This chapter discusses the previous research on the introduction to mathematics, learning styles, Fleming’s VAK/ VARK Learning Style Theory, research on the similar nature and theoretical and conceptual framework to achieve the objectives mentioned above.

2.1 Introduction to Mathematics

Mathematics is …show more content…

Basically, learning style can be described as to understand that every student learns differently. In other words, learning style also can be individual’s preferential way in which people especially students absorbs, process, comprehends and retains information.

Every student has their own learning style. It depends on the individual herself or himself to determine their suitable learning style. However, each student has different learning styles that they adapt. Based on the research by Mazlini Adnan (2013), it is stated that ‘some students like to be guided, the rest may prefer to study in group and some can perform better if they are given the chance to be freely involved in their learning activities. Some students get actively involve, being observant and listening to the music while learning”.

On the journal Learning Styles Towards Mathematics Achievements Among Higher Education Students by Sabri Ahmad (2014), it is stated that “students all have unique learning styles and preferences. Some may like group instruction while others may enjoy individualized instruction. Some learners are more independent than other …show more content…

Even though this theory was created for almost three decades, it is still widely used around the world for its effectiveness and precision.

2.3 Fleming’s VAK/ VARK Learning Style Theory

The VARK instrument defines the learning preference based on the sensory modality in which a student prefers to take in new information. The three major sensory modalities are visual (V), aural (A), and kinesthetic (K), which are collectively known as VAK. Fleming expanded this classification system to VARK to include read-write (R, a mixed sensory modality that is not assessed under VAK) (Loulwa Mohammed Saad Al-Saud, 2012)

The VARK inventory can be divided into four different categories. Each categories of VARK have different benefits to every learner. The description of each of categories can be defined as: a) Visual Learners Visual learners process information best if they can see it. Graphs, flow charts, and pictures are helpful to them. (Vanessa Marcy,

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