Chapter IV

CONCLUSION & RECCOMENDATIONS

Conclusion

With this study we sought to give a substantial amount of clarity to the following inquiries;
Whether there is a significant difference between the learning preferences of the respondents by
way of face-to-face learning or e-learning. Whether there is a significant amount of difference
between the learning styles of the respondents. And, lastly if there is a significant difference in
learning preference between the visual, aural, reading/writing and kinesthetic learners among our
respondents. It was guided by establishing specific objectives by way of uncovering the levels of
certain parameters needed with the first being the level of learning preferences between the
respondents and then followed by establishing the respondents’ learning styles which prompted a
further investigatory query of the difference between the learning styles amongst the respondents
and of course uncovering if there is a difference in learning preference, if the pendulum of
scientific data swayed heavily to a certain direction or remained neutral. This was done by
collecting an insurmountable amount of data in the form of questionnaires and using statistical
tools.

The study has concluded that in terms of learning preferences amongst our respondents the
consensus was of a neutral nature when faced with a choice of face-to-face learning or e-learning
based on the statistical data calculated in our findings. The study has additionally revealed that in
regards to learning style differences among our respondents there is no significant amount of
difference found in the statistical data, simply by the means alone that ranged from 10.33-10.95
it is easy to decipher that the difference is not significant. Given these two established parameters
alone we could simply surmise that there is no cause for concern. However, when we cross
analyzed the data of learning preference and learning styles, we found that there was a significant
difference in learning preference between Visual Learners, Auditory Learners, Reading Learners,
and Kinesthetic Learners. Specifically, the values obtained from statistical analysis pointed to
Auditory and Kinesthetic Learners as having lesser p-values than the established standard. This
means that Auditory and Kinesthetic learners have a stronger propensity towards face-to-face
learning rather than e-learning.
Recommendations

The study recommends that for Auditory and Kinesthetic Learners there is a need to further
delve into more interactive and complex ways of teaching when it comes to e-learning so that
they may be better accommodated in this modality. Auditory learners retain information better
when they are able to use the information out loud by engaging in conversations while
Kinesthetic learners learn through experiencing or doing things. They like to get right in the thick
of things by acting out events or using their hands to touch and handle in order to understand
concepts (Millsaps, 2019). For Auditory Learners the use of programs such as Voki may be
useful, Voki is an educational tool for teachers and students, that can be used to enhance
instruction, engagement, and lesson comprehension. Voki can be used in class (for student
work), as an animated presentation tool, for student assignments, and as a virtual supervised
discussion forum (Voki, 2021). For Kinesthetic Learners asking students to create videos can
help encourage kinesthetic learners to incorporate physical action to the information they are
learning, thus helping them retain it (Kato, 2017).

Suggestions for Further Study

The study recommends that further studies be done on the challenges facing online learning to
further expand it’s limitations while using the VARK Learning Styles as a framework to better
address the learning needs of online students.