Visual and Verbal Learning Styles

¶ … Visual and Verbal Learning Styles on Learning" by Prasanthi Pallapu examines the impact of different learning styles on academic performance at the university level. Research has revealed various learning styles that may influence student performance. Pallapu surveyed a total of 22 students (21 females and 1 male) at a four-year southeastern United States university, using a modified version of the Index of Learning Styles. Only the visual/verbal domain of learning was taken into account for the current research. Results revealed 7 verbal learners and 15 verbal learners. There was a statistically significant difference between the verbal and visual learners. Visual learners prefer pictures, films, diagrams, and charts to help them grasp course material, whereas verbal learners prefer writing synopses and discussing course material with classmates. Although Pallapu's research has limitations, the implications of this research are that educators should account for learning styles when constructing course material.

One key point in the Pallapu research includes the importance of learning styles and their impact on measurable performance (grades). Although grades are not the only measure of student learning, they are the most obvious one. Students also need good grades to succeed academically. Therefore, paying attention to learning styles can help students improve their grades. A related point that Pallapu makes is that educators should take into account different learning styles when preparing lessons and delivering course material.

Another key point in the Pallapu research is what learning styles mean. For example, what does it mean to be a visual learners vs. A verbal learner? The author clarifies the differences between visual and verbal learners well. Visual learners need some sort of visual anchor such as a picture, a film, a diagram or a chart. These visual aids are crucial to helping visual learners grasp material and ultimately perform well in school. Educators who have a large number of visual learners in their classroom can incorporate these visual aids to help their students. Verbal learenrs rely strongly on language. This may mean that verbal learners need to take their own meticulous notes and write their own summaries, or this may also mean that verbal learners need socializing when studying. These key points have strong implications for the field of education.

Finally, Pallapu's research shows that the visual learners outperformed the verbal learners. This does not necessarily mean that visual learners are smarter than verbal learners. Rather, this means that classrooms may be structured more for visual than for verbal learners.

Connection

Pallapu's research shows how learning styles is an integral part of diversity in the classroom. The research helps educators understand their students' "prior experience, learning styles, strengths, and needs," in accordance with the Mid-Preparation Benchmark 1.2.3. The key to the Mid-Preparation Benchmark is to recognize "that students differ in their approaches to learning," which is also what Pallapu proves in the research. Learning style is a primary aspect of classroom diversity. Primary language, intelligence (MI), strengths and needs are also mentioned in the Mid-Preparation Benchmark 1.2.3. If visual learners perform better and earn better grades than verbal learners, then educators may not be addressing the needs of verbal learners very well. Moreover, "learning takes place within and is influenced by the cultural context of the learner." Although Pallapu does not address culture in the research, learning styles may be a reflection of cultural background.

Reflection

The Pallapu research is limited. The research sample size is small and not diverse enough, as 21 of the 22 participants were female and all were Caucasian. However, the results suggest that learning styles vary even within an otherwise or seemingly homogenous population. The Pallapu research is important because it shows that gender and ethnicity are not necessarily the most important factors in learning. Although gender and ethnicity are important and may in some ways be correlated with learning styles, Pallapu shows that learning styles are independent of cultural background and gender. Educators who assume that gender and ethnicity necessarily influence learning styles may be incorrect.

In a homogenous classroom, teachers may be tempted to teach all students in the same way. The Pallapu research shows that all classrooms will be comprised of a diverse group of students, even when the students are superficially similar. I can personally apply the Pallapu research to my classroom by first assessing the students' learning styles. Once I understand how my students learn best, I can develop materials that suit each and every student in the classroom. Ideally I would like to expand upon the Pallapu research by investigating the other dimensions of learning covered in the Index of Learning Styles referenced by Pallapu. These other learning style dimensions include active/reflective learning, sensitive/intuitive learning, and sequential/global learning. These are in addition to visual/verbal learning.

I will use materials that are conducive to the learning styles represented in the classroom. Focusing on learning styles more than gender or ethnicity eliminates problems associated with stereotypes, too. I don't believe that gender or ethnicity are more important than the fundamentals of learning styles to grades. The ultimate goal of the Pallapu research is to help all students improve their grades. If learning styles influence academic performance (grades) then teachers should adapt their lessons to suit diverse learning styles.