Conceptual Framework

The conceptual guide of this study is presented in Figure 1. showing the relationship among

input, process, and output. The input comprises the VAK Learning Style and Pupils Academic

Achievement, the process includes Integration of VAK Learning Style to learning and Output

refers to the Strengthened VAK Learning Style and the Improvement of Pupils achievement.

The original VAK concepts were first developed by psychologists and child teaching

specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, starting in the

1920's. VAK theory is now on top of the accelerated learning community because its principles

and benefits extend to all types of learning and development, far beyond its early applications.

Learning styles may be defined in multiple ways, depending upon one’s perspective.

Here are a few definitions of learning styles. Brown (2010) defines learning styles as the manner

in which individuals perceive and process information in learning situations. He argues that

learning style preference is one aspect of learning style, and refers to the choice of one learning

situation or condition over another. Celcia-Murcia (2011) defines learning styles as the general

approaches—for example, global or analytic, auditory or visual—that students use in acquiring a

new language or in learning any other subject. The manner in which a learner perceives, interacts

with, and responds to the learning environment. Learning style is sometimes defined as the

characteristic cognitive, affective, social, and physiological behaviors that serve as relatively

stable indicators of how learners perceive, interact with, and respond to the learning

environment” (MacKeracher, 2014).

It could also be used as a component of, or in conjunction with, other teaching or learning

theories. Mr Richard Rodd is the winner of the 2011 Pearson Teaching Award for History
teachers. In his class, he immerses studentsin models of historical events. For example, when he

teaches WWII, he uses artificial smoke, a darkened classroom and sounds of horses galloping.

He even has students prepare soldiers' costumes to create a stimulating environment. When

teaching a notorious murder, he would model the crime scene and encourage students to

investigate in a hands-on way (BBC2, 2011). As a result, 96% of the learners in his GCSE

classes in 2011 achieved grades from A+ to C (Pearson website, 2012). This could be seen as an

example of using VAK in class in such a way that it implicitly becomes a natural form of

scaffolding for students. Thus VAK could be used as a component of cognitive apprenticeship.

Cognitive apprenticeship means trying to involve students in real activity and social interactions

usually in a setting that contains teacher modeling and scaffolding. Similar examples could also

be found in Dono-Koulouris’ research (2011). The researcher used experiential learning,

academic service learning, and learningstyles to foster students‟ understanding of the global

environment.

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According to Dunn and Dunn (2010), only 20-30% of school age children appear to be

auditory learners, 40% are visual learners, and 30-40% are tactile/kinesthetic or visual/tactile

learners. Barbe and Milone (2012) stated that for grade school children the most frequent

modality strengths are visual (30%) or mixed (30%), followed by auditory (25%),and then by

kinesthetic (15%). Price, Dunn, and Sanders (2010) found that very young children are the most

tactile/kinesthetic, that there is a gradual development of visual strengths through the elementary
grades, and that only in fifth or sixth grade can most youngsters learn and retain information

through the auditory sense. Carbo (2013), investigating the perceptual styles of readers, found

that good readers prefer to learn through their visual and auditory senses, while poor readers

have a stronger preference for tactile and kinesthetic learning.

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VISUAL

Studies have also been done on Iranian EFL students’ learning styles. The most recent

research is conducted by Riazi and Riasati (2013). In their study on learning style preferencesof

Iranian EFL learners, they found that these students preferred to be actively engaged inclass

activities. They tended to have interactions with other students in the class. Kassaian (2017)

investigated the effect of two types of teaching methods on the retention of unfamiliar words.

Sixty-six university students having either auditory or visual learning styles participated in

teaching method environments which were either visual or aural. Data analyses indicated that: 1)

the subjects with visual style of learning retained vocabulary items they had learned visually

better than the items they had learned aurally, but the subjects with aural style of learning did

not show better retention for items they had learned aurally, 2) all the subjects retained visually

presented items better than aurally presented items in the immediate and delayed tests. In their

research, Kia, Alipour, and Ghaderi (2011) found that among students in Payame Noor

University in Iran, those with visual learning style have the greatest academic achievement.
AUDITORY

Dobson (2010) compared learning style preferences and sex and course performance. His

results showed that there was a relationship between learning style and sex and course

performance, and also Bidabadi and Yamat (2010) did a study on learning style preferences. The

results demonstrated that there was no statistically significant difference between the mean

scores of male and female students’ learning style preferences (Bidabadi, F. SH., &Yamat, H.

(2010)). Mulalic, Mohd Shah, and Ahmad (2009) attempted to determine the learning styles of

the students, and the differences in learning styles of the students according to their gender and

ethnicity. Results revealed that the students’ preferred learning style was Auditory. They

expressed minor preference for Visual, and kinesthetic (Mulalic, A., Mohd Shah, P., & Ahmad,

F. (2009)). Wehrwein, Lujan, and DiCarlo (2007) carried out a research on gender differences in

learning style preferences among elementary. Their findings showed that male and female

students have significantly different learning styles (Wehrwein, E., Lujan, H., & DiCarlo, S.

(2016)). Bricheno, and Younger, (2014) revealed some unexpected results of a learning styles

intervention. The analysis of data from the common VAK questionnaire suggested that contrary

to expectations derived from assertions within some of the literature, there was no significant

relationship between gender and preferred learning styles. Individual boys did not necessarily

prefer a kinesthetic learning style compared to a visual or auditory one; indeed, data from across

the four schools reveals that few boys apparently held such preferences and that the proportions

of boys and girls identified as having a auditory learning style were very similar.

KINESTHETIC
 Previous studies into the learning styles of EFL students have generally reported that they

favor Kinesthetic and Tactile styles, and disfavor Group styles. Reid (2010) reports that Chinese

university students (N = 90) studying in the USA favored Kinesthetic and Tactile styles, and

disfavored Group styles. Melton (2014) found that Chinese (PRC) university students (N = 331)

favored Kinesthetic, Tactile and Individual styles, and disfavored Group styles. Jones (2012)

states that his Chinese (Taiwan) university students (N = 81) favored Kinesthetic and Tactile

styles, and disfavored Individual styles. Two empirical studies that investigated non-Chinese

EFL students based on Reid's typology are Rossi-Le (2015) and Hyland (2013). Rossi-Le

surveyed adult L2 immigrants in the US. They favored Kinestheticand Tactile styles and did not

disfavor any styles. Hyland's Japanese learners favored Auditory and Tactile styles, and

disfavored Visual and Group styles (2009). Hyland also reports that senior students favored

kinesthetic styles. Peacock (2015) has examined the learning style preferences of EFL and ESL

students. The results of these studies show that students prefer kinaesthetic learning styles above

others, whereas the teaching methods mostly suit auditory learners.

RESEARCH DESIGN

The study aimed to identify the efficacy of VAK Learning Style and the preferred learning

style among the visual, auditory and kinesthtetic of Grade 6 Pupils with regard to their academic

achievement in Itlugan, Elementary School. It employed the method of purposive sampling

technique and will utilize the survey and experimental method of data collection through the

conduct of activities and programs which are VAK-based. It will involve 32 pupils from Grade 6

in Itlugan, Elementary School, S.Y. 2018 – 2019. The researcher will analyze and interpret the

data collected from the program.

 It is according to Grove (2013) that a research design as “a blueprint for conducting a study

with maximum control over factors that may interfere with the validity of the findings. It is also a

plan that describes how, when and where data are to be collected and analyzed and an overall for

answering the research question or testing the research hypothesis”.

This study utilized the descriptive type of research particularly the questionnaire were given

as treatment. It is an attempt to obtain data and facts about the efficiency of VAK Learning style

in general.

This qualitative design, according to Parahoo (2015) involves the description, recording,

analysis and interpretation of the present nature, composition or processes of phenomena. The

focus is on prevailing conditions, or how a person, group or thing behaves or functions in the

present while the quantitative design will involve survey questionnaire.

Statistical Treatment of Data

The study will utilize collection and interpretation of the obtained data and facts with the

assistance of the experts using frequency and percentage.

According to Pippen (2015), one of the goals of statistics is to make it easier to see what's

going on in the data. So, the first step might be to construct a frequency distribution of the

scores. Simply count how many people obtained each of the scores that it was possible to obtain.

This is an improvement over the original unordered data-set. The researcher collect the data

using the questionnaire and recorded it in tabular form. The frequency was recorded through

counting the pupils’ response over the learning style presented to them.
 According to Jones (2013), the process of creating a percentage distribution involves first

identifying the total number of observations to be represented; then counting the total number of

observations within each data point or grouping of data points; and then dividing the number of

observations within each data point or grouping of data points by the total number of

observations. The sum of all the percentages corresponding to each data .

The percentage of the learning style was then computed by dividing the frequency over

the total sample of the study.