Among reform-based instruction students, visual learners achieved significantly higher mathematics scores than tactile learners¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Visual and auditory learners' mean achievement scores were significantly greater than tactile learners' scores in the reform-based condition (Scheffe post-hoc comparisons). → M. N. Modebelu & C. C. Ogbonna 2014

Evidence¶

M. N. Modebelu & C. C. Ogbonna 2014¶

M. N. Modebelu & C. C. Ogbonna. (2014). Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications. International Journal of Education & Literacy Studies 2(2). https://doi.org/10.7575/aiac.ijels.v.2n.2p.48

q2 · i? · causal · r2

Scheffe multiple-comparison test on post-test achievement scores of the experimental group (visual n=26, auditory n=20, tactile n=15). The article reports "the visual and auditory learners' mean achievement scores" were significantly greater than the tactile learners'. Descriptive means were 72, 67 and 54 respectively.

"the source of direction of significance in the mean achievement scores is from the visual and auditory learners' mean achievement scores which are significantly greater than the mean achievement scores for the tactile learners."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Visual learners retained mathematics knowledge better than auditory and tactile learners under reform-based instruction — related
• Auditory learners are the highest scorers under both teaching styles but gain no significant benefit from the experiment format — related