THE IMPACT OF THREE LEARNING STYLE TO THE MEMORY

RECALL OF THE FIRST-YEAR PSYCHOLOGY STUDENTS

IN HIGHER EDUCATION INSTITUTION

An Experimental Research Proposal

Presented to the faculty of the College of Arts and Sciences

University of Negros Occidental - Recoletos

In Partial Fulfillment of the Requirements for the EXPSYC250

Alayon, Ashley
Araneta, Jan Andrei
Escleto, John Lester
Misme, Deenah Therese

May 22,2024

Table of Contents
 Page
TITLE PAGE

CHAPTER 1 INTRODUCTION

Statement of the Problem

Hypotheses

Theoretical Background & Review of Literature

Scope and Limitations

Significance of the Study

Definitions of Terms
 CHAPTER I
INTRODUCTION

In today's educational landscape, understanding the dynamics of learning styles and their impact

on memory recall is paramount. With the increasing diversity of students entering higher

education institutions, recognizing and accommodating various learning preferences is essential

for optimizing academic success. This study investigates the influence of three prominent

learning styles – visual, audio, and audio-visual – on the memory recall of first-year psychology

students within higher education institutions. By examining how these different styles of learning

affect memory recall, this research aims to provide valuable insights into effective teaching

methodologies tailored to the needs of diverse learners. Understanding the interplay between

learning styles and memory recall is fundamental not only for educators but also for curriculum

designers and policymakers striving to enhance the educational experience and outcomes of

students in higher education settings.

Background of the study

Background of the study

Learning Style (LS) encompasses students’ preferred modes of learning, shaping their

perception and processing of information (James et al., 2010). Supporting the learning process

with appropriate learning styles tailored to students’ characteristics is crucial (Fachruddiansyah

Muslim et al., 2022). This corresponds to the findings of Lorås and Aslaksen (2019), who have

stated that visual, auditory, and kinesthetic learning styles are the foundation of learning styles

and that students prefer to study using a particular modality that works best for them. When
instructions are provided in this modality, students will learn more effectively. Learning styles

evolve with life stages, impacting memory processes from elementary school to adulthood

(International Journal of Advanced Nursing Studies, 2016).

The VARK model categorizes learning styles into Visual, Auditory, Reading/Writing

Preference, and Kinesthetic, offering insights into students’ preferred modes of learning (Cabual,

2021). In education, learning styles, notably kinesthetic, auditory, and visual, are widely studied

(Winiarski, 2019). Students exhibit diverse learning preferences, some sticking to a dominant

style, while others adapt as per the situation (Cabual, 2021). While some argue for similar

memory mechanisms across auditory and visual modalities, most research suggests superiority of

one over the other (Pillai & Yathiraj, 2017).

According to Lwande, et. al., (2021), internationally, only a few studies have looked into

a combination of cognition-based ideas like working memory capacity and psychology-based

ones like learning styles. Also, an article in International Journal of Multidisciplinary

Educational Research and Innovation by Cavite and Gonzaga (2023) stated that students’

learning styles are significantly influenced by the teaching styles of their science teachers, and

academic performance is notably linked to both teaching and learning styles.

Studies in Asia explore the influence of learning styles on memory recall, utilizing

various educational tools and methods (Nayar & Koul, 2020; Bamatraf et al., 2016; Aslaksen &

Lorås, 2019). The study of the Faculty of Education in the National University of Malaysia

revealed that the visual learning style was the most dominant learning style among students in
the subject of Mathematics (Wan Hussin & Mohd Matore, 2023). However, Dzulkifli and Halim

(2019) studied the effects of visual, auditory, and visual-auditory input modalities on memory

recall and results revealed that there was a statistically significant difference in the participants’

ability to recall words between the various input modalities and this suggests that learning

materials presented in both visual and audio formats are more likely to be remembered than

those learned in just one modality (visual or audio alone).

In the Philippines, Malugod (2019) investigated the learning styles, study habits, and

academic performance of Filipino university students in applied science courses, concluding that

in order to better prepare university students as proficient, versatile, and productive information

and industrial technologists in the twenty-first century, instructional strategies and activities that

naturally align with their predispositions will make them better learners. Memory, especially

short-term memory, plays a crucial role in students’ academic journeys but teaching strategies

like oral presentations and audio-visual aids enhance memory retention (Causing & Buga-ay,

2023).

Research Gap

Previous studies within the 2017-present timeframe have argued for similar memory

mechanisms across auditory and visual modalities; most research suggests superiority of one

over the other (Pillai & Yathiraj, 2017). However, while much research has focused on the

benefits of these approaches for learners, there remains a gap in understanding how they

specifically impact auditory learners. Additionally, limited research has explored the differential

impact of visual, auditory, and audio-visual learning styles on memory recall among first-year

psychology students. Despite Li et al. (2023) further emphasize the importance of infographics
with contrasting colors and appropriate symbols in improving cognition and memory retention.

Little attention has been given to examining how auditory elements, alongside visual and audio-

visual techniques, influence memory recall in educational settings, particularly among 1st Year

Psychology students. This research aims to address this gap by investigating the impact of the

three learning style in improving memory recall outcomes for the students, as well as exploring

the differential effects of visual, auditory, and audio-visual learning styles on memory recall

among 1st Year Psychology students.

Statement of the problem

This study will investigate the relationship between three commonly identified learning

styles - visual, auditory, and audio-visual, and memory recall among students in higher education

institutions.

1. To what extent does the auditory learning style influence the memory recall performance

of first-year psychology students at a Higher Education Institution?

2. What is the influence of visual learning style on memory recall abilities among freshmen

psychology students enrolled in a Higher Education Institution?

3. What are the comparative effects of auditory, visual, and audio-visual learning style on

memory recall among first-year psychology students at a Higher Education Institution?

Hypotheses

1. There is no significant difference in memory recall performance between first-year

psychology students with a preference for auditory learning style and those with other

learning styles.
 2. There is no significant difference in memory recall abilities between freshmen

psychology students exposed to visual learning style and those not exposed to such style.

3. There are no significant differences in memory recall performance among first-year

psychology students exposed to auditory, visual, and audio-visual learning styles.

Theoretical Background & Review of Literature (draft)

Learning Style Theory

Scope and Limitations
Significance of the Study (draft palang)

This study is to identify the influence of learning styles on memory recall and has

significant implications for educational practice. The study will be beneficial to the following:

First-Year Psychology Students.

Teachers.

Higher Education Institutions.

Future Psychology Students.

Future Researchers.

Researchers.

Definitions of Terms