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THE STYLES VISUAL, AUDITORY, KINESTHETIC AND COMPETENCES IN THE

CLASSROOM

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DOI: 10.24327/ijrsr.2018.0906.2310

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International Journal of
CODEN: IJRSFP (USA)
Recent Scientific
International Journal of Recent Scientific Research Research
Vol. 9, Issue, 6(G), pp. 27679-27682, June, 2018
ISSN: 0976-3031 DOI: 10.24327/IJRSR
Research Article
THE STYLES VISUAL, AUDITORY, KINESTHETIC AND COMPETENCES IN
THE CLASSROOM
Marvel del Carmen Valencia Gutierrez*., Magnolia del Rosario López Méndez., Brillante
Zavala Centeno and Laureano A. Bonilla Osorio
Av. Agustín Melgar S/N Colonia Buenavista, C.P. 24039. Campeche, Campeche
San Francisco de Campeche, México
DOI: http://dx.doi.org/10.24327/ijrsr.2018.0906.2310

ARTICLE INFO ABSTRACT

Article History: The research was conducted a study of learning styles Visual, Auditory and Kinesthetic and its
Received 4th March, 2018 relationship with the generic competencies. Through the application of questionnaires to students of
Received in revised form 25th the generation 2016-2020 of Pharmaceutical Chemical Biologist at the Faculty of Chemical and
April, 2018 Biological Sciences at the Autonomous University of Campeche. The study population is made up
Accepted 23rd May, 2018 of 82 new students. The results shows that the 42% of the students in the group “A” was kinesthetic,
Published online 28th June, 2018 the 37% of the students were Visual in the group “B”. And also the 32% of the students were Visual
and Kinesthetic in the group “C”.
Key Words:
Learning Styles, Visual, Auditory,
Kinesthetic, Competences.

Copyright © Marvel del Carmen Valencia Gutierrez et al, 2018, this is an open-access article distributed under the terms of
the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium,
provided the original work is properly cited.

INTRODUCTION most situations, we tend to use "what has helped us" in the past
and we repeat in a quasi-successful automated previous
In the Tuning document, describes about the competencies that behaviors. So make the diagnosis of learning style of the
must be developed in the course of Higher Education and then students in the classroom teacher guides the work to consider
in professional life, it is noted that many of these competencies the various strategies required to achieve the established
are skills and abilities which are considered to be in the competence in the subject.
different learning styles. The challenge of acquiring
competencies is in the classrooms and even more if teachers are If we want students to develop their learning styles, then we
prepared for this change. That is to say to the methodological have to devote a space of time to show them how they learn,
change, for the acquisition of competencies for higher level and what are their strengths and weaknesses in the use of study
for life. Likewise in this project was identified the points of strategies that is, you need to facilitate new strategies and a
reference for the generic and specific competences of each variety of situations with enough time to experience and feel
discipline and established competencies that describe the "comfortable" with the new strategies. Time is needed to carry
results of learning, what a student knows or can demonstrate forward this process and the development of new skills. It is
once completed a learning process, both with respect to the not enough to only receive information, true learning facilitates
generic competencies as the specific (Tuning, 2004). the use and application of what has been learned. Within the
limits of the powers should dominate the university students of
Styles the 21st century, it’s precise have to include that must
For Hickcox (1995) true learning means that the information understand how they learn and reinforce these skills that
that is presented and the skills that are acquired can be used emphasize team work, supervised academic discussion and
throughout life, he believes that teachers should insist on many times directed by the teacher that enhance the strengths
learning activities linked to the real world. After the diagnosis of students, realizing that stand out from their partners.
of university students have to make it easier for them to learn to
learn, to develop strategies to get information and new skills. In

*Corresponding author: Marvel del Carmen Valencia Gutierrez

Av. Agustín Melgar S/N Colonia Buenavista, C.P. 24039. Campeche, Campeche San Francisco de Campeche, México
 Marveldel Carmen Valencia Gutierrez., The Styles visual, Auditory, Kinesthetic and Competences in the Classroom

The course never ends. When you reach the end of their career System (according to the Model NLP) of the author Ana
they have become obsolete much knowledge. Lifelong learning Robles. This test Visual, auditory, kinesthetic (VAK) is to help
has become a necessary requirement to remain a professional discover the preferred way to learn. Each person has their
tool and prepared, and they should continue to be always preferred way of learning. Recognize the preferences allows us
learning. The ability to know your preferred way to learn, or to understand the potential forces in any learning situation.
how to learn in different situations, it may be the answer to the
continuous voltage by the "aggiornamento". The advantage of RESULTS
university students for this self-knowledge lies in its emotional Consecutively presents the analysis of results of the survey
maturity, academic and personal. It should not be forgotten that applied considering the classification of the Style Visual,
there is any method or strategy that is used to help students Auditory and inesthetic applied to students in three groups that
understand how learning should be brief and simple, it is a joined in 2016.
means, not an end, to enhance their learning of the theme of
their careers, so also succeed in acquiring the competence With regard to the Style Visual, auditory, kinesthetic learner
established in the subject (Gallego,2013). The diagnosis of will have the following results for the generation that income in
learning styles of the students helps teachers plan more 2016 of the group A of the first half of the educational program
adequately their teaching activity and to justify to the student of Pharmaceutical Chemical Biologist.
group and share with them the because of the activities and
Favorite System of Representation
exercises plurals, which are more in line with one or more
Learning Styles. The Evaluations: initial, formative and
summative assessments should take into account the data of the 23%
learning styles and facilitate different proposals for students.
Teachers should continue to observe their students throughout Visual
the semester to complete the diagnosis made or modify it 42% Auditory
according to new data that is received. Communication Kinesthetic
between teachers of these data can enrich even more the task.
This is a critical part of the work of teachers during the
academies as they seek and find support strategies for students 35%
at risk academically or other (Gallego, 2013).
Figure 1 Learning Style VAK Of the students in the group “A” that entered in
Competences 2016
The skills that are in demand today, what students, and reality Figure 1 shows that the predominant learning style with a 42%
itself that has been reached, are demanding teachers to help was the kinesthetic perception of students entering in 2016.
students to pose and solve real problems, to think, to The following figure shows the results of the predominant
distinguish the important from the accessory, to get to know learning style of students admitted in 2016 to the first half of
himself, learn how to motivate yourself, know your preferences the group B of the educational program of Pharmaceutical
in learning styles, and how can you learn better, learn to share Chemical Biologist.
and discuss in a collaborative work with peers, learn how to
manage your time, learn how to organize their own knowledge, Favorite System of Representation
learn to respect the views of the majority in the group work, to
know how to lead democratically. The challenge is in how you 7%
3% Visual
can train teachers in these new methodologies. These 3% 37%
methodologies are real competence that the teacher must Auditory
transfer their students in the daily work of teaching and
17%
learning; and how competencies that are, it must recognize, or Kinesthetic
purchase and then transmit with reflection, practical action,
training, and not as a mere acquisition of knowledge. This is Visual-Kinesthetic
crucial if we want to move forward. There was an urgent need
for a profound change of action, non-transferable, but through a 33%
conscious training of skills necessary for life, the study and Figure 2 Learning Style VAK Of the students in the group “B” that entered in
employment, skills needed to work in the classroom (Alonso 2016
and Galician, 2010). Figure 2 shows that the predominant learning style with 37%
MATERIALS AND METHOD was the channel of visual perception, of students entering in
2016.
The following describes in synthetic form the methodology for
this study: Participants: in this research had a total of 82 Figure 3 shows the results of the predominant learning style of
students, with an age range of 18 to 21 years. students admitted in 2016 to the first half of the group C of the
educational program of Pharmaceutical Chemical Biologist.
Study population: this population was 82 students belonging to
the year 2016 of the educational program of Pharmaceutical
Chemical Biologist at the Faculty of Chemical and Biological
Sciences at the Autonomous University of Campeche.
Instruments: Test was applied to the Favorite Representation
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 International Journal of Recent Scientific Research Vol. 9, Issue, 6(G), pp. 27679-27682, June, 2018

they have the same motivations, the same level of instruction,

Sistema de Representación Favorito the same age or are studying the same topic. However, beyond
this, it is important not to use the styles of learning as a tool for
4% classifying students into categories closed, as the way to learn
4% 32% evolves and changes constantly (Baus. 2004).
Visual The strategies of appropriate instruction and consistent first are
determined on the basis of the type of content to be taught or
Auditivo the objectives of the instruction (the interactions of content
32%
Kinestésico
strategy) and secondly, the style of the student determines the
value of the parameters that adjust these fundamental strategies
Visual- of learning (learning interactions-style-by-strategy). Finally,
Kinestésico the interactions of content strategy to have priority over the
28% learning interactions style by the strategy regardless of the style
of teaching (Merril, 2000).
Figure 3 Learning Style VAK Of the students in the group “C” that entered in
2016 And it is at this moment where we must consider the
Figure 3 shows that the predominant learning style with 32% technological tools that are accessible to students, the use of the
was the channel of visual perception and Kinesthetic Learner, internet, software programs, tutorials, that is to say, digital
students entering in 2016. technology that is changing not only the way of teaching of the
teacher but also the form of the student to learn, because some
In the following Table 1 shows the preferred channel of are very fast and skillful to integrate this knowledge, but others
students entering in 2016. are slower in their learning, in the manipulation of the tool, that
Table 1 Preferred channel per group is to say the tool change, and the teaching-learning process is
changing but more slowly, especially on the part of the teacher.
Group
Preferred Channel It is important to distinguish when a student thinks in images
A B C
Visual 23 37 32 (for example, when 've' in our minds the book page of text with
Auditory 35 33 28 the information you need) can bring to mind a lot of
Kinesthetic 42 17 32 information at the same time, that's why people who uses the
Visual-Kinesthetic 3 4 system of visual representation has a much easier to absorb
Auditory-Kinesthetic 3
Visual- Auditory 7 4 large amounts of information quickly. In addition, display helps
us to establish relationships between different ideas and
In this table 1 shows that in group A are not appreciated concepts (Neyra, 2015).
combined channels than in the other two groups if given, the
traditional which is the auditory, visual and begins to look Another aspect to consider in students is when she remembers
more use of the kinesis, although there is a very small using the auditory system of representation makes it
percentage, 3%, this could be due to the use of the technologies sequentially and orderly manner. On a test, for example, the
that involve a multifunctionality of young people involves student you see mentally the book page you can go from one
greater body movement, and the traditional channels which point to another without losing time, because you are looking at
maintains "constant" is the auditory. all the information at the same time. However, the student
needs to hear your auditory mental step by step recording
DISCUSSION (Neyra, 2015). Consider in students when processed the
information by associating it with their feelings and
It is a valuable utility to determine the styles for new students
movements, to your body, because they are using the
since the model Visual, auditory and kinesthetic learner his
kinesthetic reporting system. We use this system, of course,
theory and the Inventory of diagnosis, it is appealing to
teachers because it offers great possibilities for action in order when we learn a sport, but also for many other activities
to achieve a more effective learning, in terms of recognizing (Neyra, 2015). The concept of learning styles is directly related
perceptual tracks for which the student prefers the information to the conception of learning as active process, so that the
information and the relationship with the data received and
and also produces a type of learning, considering the main
shall be drawn up on the basis of their own characteristics.
routes or channels of access, that involve vision, hearing, and
Therefore, the task of the teacher, is to help students develop
movement (Giraldo, 2006).
and integrate various styles of learning (Lentini, 2011).
It must be considered that the cognitive traits have to do with
the way students structured content, form and use concepts, One of the few things on which practically all authors agree,
both in education and in training, is that people learn at
interpret information, solve problems, selected means of
different rates and have different learning needs. However our
representation (visual, auditory, kinesthetic learner). Affective
schools, and training programs in general, teach a fixed amount
traits are linked to the motivations and expectations that
influence learning, while physiological traits are related to the and content by default in a certain preset time interval.
biotype and the biorhythm of student (Baus, 2004). Inevitably, slower students are forced to move before they have
come to dominate the content, and so accumulated deficit in
There is always to consider that each person learns differently their learning that will make it difficult to learn related content
from the others: uses different strategies, learn with different in the future.
speeds and even with greater or lesser effectiveness even if

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 Marveldel Carmen Valencia Gutierrez., The Styles visual, Auditory, Kinesthetic and Competences in the Classroom

In addition, faster learners get bored up to frustration and lose a Baus, Roset Teia. (2004): Estilos de aprendizaje y
lot of time (Reigeluth, 2012). So you have to consider the perspectivas de enseñanza. págs.4.
determination of the styles in the students as this will help us in Gallego Domingo,J. (2013): Ya he diagnosticado el estilo de
the classroom the acquisition of the skills established in our aprendizaje de mis alumnos y ahora ¿qué hago?Revista
classroom programs. Estilos de Aprendizaje, No.12, Vol. 11, octubre de
2013.España.págs.7 -12.
CONCLUSION Giraldo Botero, Carina, Bedoya Hernández, Diana Yadira.
You can provide an interesting analysis, with the results of (2006): Los estilos de aprendizaje desde el modelo
learning styles of students entering the educational program of V.A.K. y su incidencia en el Rendimiento académico en
Pharmaceutical Chemical Biologist since the characteristics of niños y niñas de grado 5º de primaria en Diferentes
each of these learning styles, demonstrates the ease of estratos socioeconómicos en la ciudad de Pereira,
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How to cite this article:

Marveldel Carmen Valencia Gutierrez.2018, The Styles visual, Auditory, Kinesthetic and Competences in the Classroom.
Int J Recent Sci Res. 9(6), pp. 27679-27682. DOI: http://dx.doi.org/10.24327/ijrsr.2018.0906.2310

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