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 i

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

Learning activities need regularity to become habitual and effective. Supporting the

learning process with appropriate learning styles tailored to students' characteristics is crucial

(Fachruddiansyah Muslim et al., 2022). Learning styles evolve with life stages, impacting

memory processes from elementary school to adulthood (International Journal of Advanced

Nursing Studies, 2016).

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). Memory recall

studies emphasize the importance of varied media and modes of presentation (Tindall-Ford et al.,

2021).

Memory, especially short-term memory, plays a crucial role in students' academic

journeys. Teaching strategies like oral presentations and audio-visual aids enhance memory

retention (Causing & Buga-ay, 2023). Preferences for learning styles vary, with visual being the

most favored, followed by kinesthetic and auditory (International Journal of Advanced Nursing

Studies, 2016).

The study by Vijayalakshmi and Reddy (2020) supports multimedia's potential to

enhance student motivation and retention, highlighting the effectiveness of visually presented

information. Li et al. (2023) further emphasize the importance of infographics with contrasting

colors and appropriate symbols in improving cognition and memory retention. Similarly, Jamal

Raiyn (2016) advocates for the use of visual formats such as images, diagrams, flowcharts, and

interactive simulations to promote meaningful learning in the classroom. In a visual learning

environment, learners utilize their eyes to gather information, with studies suggesting that visual

information is stored in accordance with its spatial location in the brain, particularly in the

hippocampus (Raiyn, 2016).

Visual learning uses the individual’s visual sensory modes to help them perceive better

the environment and material presented to them. This learning style uses various visual stimuli,
such as pictures, maps, images, slides, graphs, etc., to make the process of noting and retaining

information more straightforward. This learning style is characterized by various elements and

comes with many benefits that you can utilize to your advantage throughout every future study

session.( Bay Atlantic University,2022)

Auditory learners often face challenges when information is presented in written form but

comprehend it more effectively when delivered in audio format. Icht and Mama (2022)

conducted a study on the impact of vocal production on vocabulary learning in a second

language, revealing that vocalization can serve as a straightforward yet efficient memory

technique, particularly in the initial stages of L2 acquisition. This finding underscores the

potential of vocalization as a valuable classroom exercise and homework practice assignment for

language learners.

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

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

2021). 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).

According to the Faculty of Education, the national university of Malaysia

(UKM),2023.The results revealed that the visual learning style was the most dominant learning

style among students in the subject of Mathematics.

 The study investigates the interplay between the teaching styles of science teachers, the

learning styles of students, and their academic performance. Science teachers predominantly

employ a formal authority teaching style, while students generally exhibit visual learning styles.

Despite satisfactory academic performance in science, various factors influence teaching and

learning dynamics. Teacher teaching styles are influenced by factors such as education, field of

specialization, and length of service. Student learning styles, however, are not significantly

impacted by age or year level. Notably, student 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.(International Journal of Multidisciplinary: Applied Business and

Education Research),2021.

Demographic factors like education level and teaching methods influence memory recall,

emphasizing the need for tailored educational approaches (Teruya et al., 2009; Hastings & West,

2011; Wong et al., 2023). Understanding the interplay between learning styles, memory recall,

and educational contexts is crucial for effective teaching strategies.

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

perception and processing of information (James et al., 2010). Rooted in vision, audition, and

kinesthetic modalities, learning styles influence learning outcomes, advocating for instructional

alignment with individual preferences (Educ. Sci, 2019).

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

effectiveness of auditory-based learning techniques in improving memory recall outcomes for

auditory learners, 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

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