Learning styles denote the talent of learner to identify and process information in learning situations. The capability to recognize students’ learning styles can escalate the educational outcomes. We take in information through our senses. VAK (Visual, auditory, Kinaesthetic or tactile) learning style is in which students use three of their senses to receive information. This study researches the learning preferences (visual, auditory, kinaesthetic) for which the students completed the self-report instrument Learning Style Survey (VAK) Faculty can include these learning styles in their classroom events so that students are made proficient to be successful in their courses. The purpose of this study is to measure Visual, Auditory, and tactile learning style among postgraduate management students. A descriptive study is undertaken. Data for the study is collected from a sample of 101 postgraduate management degree students out of which were males and were females., Frequencies and Percentage was used for data analysis. The results show that the visual, auditory and kinesthetic learning style is the same order in which the study sample responded (54.5%) (35.6%) and (4.0%), respectively. Male students prefer the visual and auditory learning styles) more than female students, while preference for kinesthetic learning style was seen predominantly in male students only. From the mean values it can be said that female students preferred the visual learning style more while the male students preferred the tactile learning style. The researcher recommends that management educators learn about students' learning styles and offer a teaching style that includes methods to benefit all the learning styles.
Cite this article:
. Assessment of Visual, Auditory, and kinaesthetic Learning Styles among Postgraduate Management Students. Asian Journal of Management. 2018; 9(2):1031-1037. doi: 10.5958/2321-5763.2018.00161.0
. Assessment of Visual, Auditory, and kinaesthetic Learning Styles among Postgraduate Management Students. Asian Journal of Management. 2018; 9(2):1031-1037. doi: 10.5958/2321-5763.2018.00161.0 Available on: https://ajmjournal.com/AbstractView.aspx?PID=2018-9-2-25