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Perceptual preferences and performance on different tasks types of primary six pupils
Author
Hong, Helen
Supervisor
Cheng, Yuan Shan
Abstract
According to the Learning Styles Model (Dunn & Dunn, 1975), every learner has his own perceptual preference. Some are more auditory or visual, while the others are more tactile or kinesthetic. Previous studies (e.g., Carbo, 1980; Jarsonbeck, 1984; Kroon, 1985; Martini, 1986; Urbschat, 1977; Weinberg, 1983; Wheeler, 1980 & 1983) reported that when there is a match in the instructional material presentation and the learner's perceptual preference, the academic performance of the learner will be better than when there is a mismatch.
No study reported on the match and mismatch of task types (test format) and perceptual preferences. It is not clear if the pupils will perform better when the test format is match to their perceptual preferences.
This study was to find out how learning performance of primary six pupils would be affected when they were given test materials that either matched or mismatched their perceptual learning styles. The pupils were assigned as a class to one of the two test formats (auditory or visual) and their perceptual preferences were determined using the Auditory Visual Kinesthetic Questionnaire, adapted from the Learning Style Inventory.
The study showed that primary six pupils had different perceptual preferences. They were least kinesthetic and more auditory than visual. In general, matching or mismatching the test formats to the perceptual preferences of the pupils did not influence the test scores of most of the pupils. Only the visual learners performed better when there was a match. The other learner types generally performed better for the visual test format regardless of the matched or mismatched conditions.
There is a marginal significant difference in the distributions of perceptual preferences in different streams. The EM1 pupils generally performed better academically than the EM2 pupils and the EM2 pupils better than the EM3 pupils. Different streams show the same: matching does not influence test results, with the exception of the visual match. The EM1 and EM2 pupils performed better in the visual test, while the EM3 pupils performed better for the auditory test, no matter what perceptual preference they had.
There is no significant gender difference in the distribution of perceptual preferences. There is also no significant gender difference in test scores when in matching or mismatching conditions. In general, the pupils performed better for the visual test regardless of gender.
The findings in this study could explain why certain pupils performed better for pen and paper type of assessment, which were mainly visual in test format. Moreover, the visual learners tend to perform better than the other learner types so it was not surprising to have more visual learners in the EM1 stream. There was also the possibility that the perceptual environment, which the pupils were immersed in, would assist their ability to perform for that particular test format, as in the case of the EM1/2 performing better for the visual test and EM3 for the auditory test regardless of their perceptual preferences.
No study reported on the match and mismatch of task types (test format) and perceptual preferences. It is not clear if the pupils will perform better when the test format is match to their perceptual preferences.
This study was to find out how learning performance of primary six pupils would be affected when they were given test materials that either matched or mismatched their perceptual learning styles. The pupils were assigned as a class to one of the two test formats (auditory or visual) and their perceptual preferences were determined using the Auditory Visual Kinesthetic Questionnaire, adapted from the Learning Style Inventory.
The study showed that primary six pupils had different perceptual preferences. They were least kinesthetic and more auditory than visual. In general, matching or mismatching the test formats to the perceptual preferences of the pupils did not influence the test scores of most of the pupils. Only the visual learners performed better when there was a match. The other learner types generally performed better for the visual test format regardless of the matched or mismatched conditions.
There is a marginal significant difference in the distributions of perceptual preferences in different streams. The EM1 pupils generally performed better academically than the EM2 pupils and the EM2 pupils better than the EM3 pupils. Different streams show the same: matching does not influence test results, with the exception of the visual match. The EM1 and EM2 pupils performed better in the visual test, while the EM3 pupils performed better for the auditory test, no matter what perceptual preference they had.
There is no significant gender difference in the distribution of perceptual preferences. There is also no significant gender difference in test scores when in matching or mismatching conditions. In general, the pupils performed better for the visual test regardless of gender.
The findings in this study could explain why certain pupils performed better for pen and paper type of assessment, which were mainly visual in test format. Moreover, the visual learners tend to perform better than the other learner types so it was not surprising to have more visual learners in the EM1 stream. There was also the possibility that the perceptual environment, which the pupils were immersed in, would assist their ability to perform for that particular test format, as in the case of the EM1/2 performing better for the visual test and EM3 for the auditory test regardless of their perceptual preferences.
Date Issued
2004
Call Number
LB1067 Hon
Date Submitted
2004