Exploration of preschool teachers' views towards vak's learning style in pre-number skills
DOI:
https://doi.org/10.37134/saecj.vol14.1.3.2025Keywords:
knowledge, awareness, interest, VAK learning styles, pre-number skillsAbstract
This study explores preschool teachers' perspectives on their knowledge, awareness, and interest in Visual, Auditory, and Kinesthetic (VAK) learning styles within the context of teaching pre-number skills. This study uses a qualitative approach, by involving a total of 6 preschool teachers from Melaka to be interviewed to obtain an in-depth perspective on the understanding and implementation of the VAK learning style in teaching pre-number skills. Regarding knowledge, the findings indicate that three teachers are knowledgeable about VAK learning styles, two teachers understood and recognized the importance of VAK only after the researcher’s explanation, and one teacher had merely heard of VAK without implementing it in teaching. In terms of awareness, all teachers acknowledged the importance of the VAK approach after receiving an explanation and expressed that this approach could help students better understand pre-number skills. Concerning interest, all teachers indicated that the VAK approach could engage students and assist teachers in achieving their teaching objectives. This study's primary contribution is discovering that explanations and guidance on VAK learning styles can enhance teachers' awareness and understanding and their interest in applying it in teaching pre-number skills. The study's implications suggest that continuous training and guidance on VAK learning styles should be provided to preschool teachers to enrich the teaching and learning of pre-number skills. Future research is recommended to investigate the long-term effects of using VAK learning styles on the cognitive development of preschool students. With increased knowledge and awareness, it is hoped that preschool teachers can leverage VAK learning styles to enrich children's learning experiences and pre-number skills.
References
Atma, B., Azahra, F., Mustadi, A., & Adina, C. (2021). Teaching style, learning motivation, and learning achievement: Do they have significant and positive relationships?. Jurnal Prima Edukasia. https://doi.org/10.21831/JPE.V9I1.33770.
Bartan, S., & Alisinanoğlu, F. (2024). Preschool Teachers’ views on Sensory Education.Southeast Asia Early Childhood Journal,13(1), 81–94. https://doi.org/10.37134/saecj.vol13.1.5.2024
Bezo, B., & Hala, M. (2021). Analysis on the use of different techniques based on three learning styles: visual, listening, and kinesthetic. Polis. https://doi.org/10.58944/jlun7100
Bungao-Abarquez, E. (2020). The use of manipulative in teaching elementary mathematics. International Journal of Linguistics, Literature and Translation, 3(11), 18-32.
Chavira-Quintero, R., & Olais-Govea, J. (2023). Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool. Sustainability. https://doi.org/10.3390/su15053981.
Clements, D. H., & Sarama, J. (2020). Learning and teaching early math: The learning trajectories approach. Routledge.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed., Vol. 8). New York, London: Routledge.
Cresswell John W, & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed method approaches (5th ed.). USA: SAGE Publications Inc.
Dunn, R., & Dunn, K. (2017). Learning Styles: Theory, Research, and Practice. National Association of Secondary School Principals.
Hannula-Sormunen, M., Lehtinen, E., & Räsänen, P. (2015). Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2015.1016814
Huang, C., & Zheng, Q. (2022). How teaching style influences learning effectiveness through learning motivation. International Journal of Research in Business and Social Science (2147- 4478). https://doi.org/10.20525/ijrbs.v11i6.1933.
Idris, J., & Jamil, N. (2024). Development of a Pre-number Skill Teaching Activity Model Based on VAK Learning Style in Preschool: a needs analysis. Jurnal Pendidikan Sains dan Matematik Malaysia, 14(1), 104-115.
https://doi.org/10.37134/jpsmm.vol14.1.10.2024
Isra, R. A., & Mufid, F. (2022). Meta-analysis of the effect of learning style on student learning outcomes. Konstan-Jurnal Fisika Dan Pendidikan Fisika, 7(1), 1-6. https://doi.org/10.20414/konstan.v7i01.87
Jamil, N., Rohaizad, N. A. A., Ghazali, M., & Yusof, R. (2022). Tahap Kemahiran Sistem Anggaran Nombor Kanak-Kanak 4 Tahun di Taska dan Tabika Permata KEMAS. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 11(2), 28-40.
Kannan, B., Shanmugavelu, G., Arumugam, S., Baskaran, S. M., Balakrishnan, A., & Parasuraman, L. (2021). Students’ Learning Styles in the Classroom and It’s Importance to Educators in the Teaching and Learning Process: An Overview. International Journal of Multidisciplinary Research (IJMR) https://doi.org/10.36713/epra8045.
Kumah, M. S., Ayetey, E. L. & Kwarteng, D. (2022). Analyzing the VARK Model of Pre - Service Teachers PCK of Learning, Journal of Education, 5(5), 58-70. https://doi.org/10.53819/81018102t4103
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Litkowski, E. C., Duncan, R. J., Logan, J. A., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846
MacDonald, A., & Murphy, S. (2021). Mathematics education for children under four years of age: A systematic review of the literature. Early years, 41(5), 522-539. https://doi.org/10.1080/09575146.2019.1624507
Lakshmi, G. V., & Maraichelvi, K. A. (2023). Learning Style and Academic Achievement of School Children-an Exploratory Study. The Journal of Research Angrau, 51(1), 121-128. https://doi.org/10.58537/jorangrau.2023.51.1.14.
Marietta Papadatou-Pastou, Anna K. Touloumakos, Christina Koutouveli & Alexia Barrable. (2021). The Learning Styles Neuromyth: When the Same Term Means Different Things to Different Teachers. European Journal of Psychology of Education 36, 511–531.
Mastrokoukou, S., Kaliris, A., Donche, V., Chauliac, M., Karagiannopoulou, E., Christodoulides, P., & Longobardi, C. (2022). Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education. , 7. https://doi.org/10.3389/feduc.2022.861458.
Nyimbili F. and Nyimbili L. (2024) Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies, British Journal of Multidisciplinary and Advanced Studies: English Lang., Teaching, Literature, Linguistics & Communication, 5(1),90-99
Osman, N. W., Wan Salleh, W. M. N. H., & Taha, H. (2024). A Correlation Study of Visual, Auditory, and Kinesthetic Learning Styles against Students’ Higher Level Thinking Skills in the Topic of Respiration. Jurnal Pendidikan Sains Dan Matematik Malaysia, 14(1), 29–37. https://doi.org/10.37134/jpsmm.vol14.1.3.2024
Rayanto, Y., & , D. (2022). Investigating Student's Learning Style in Learning Activity during Blended Learning Class. International Journal Of Humanities Education and Social Sciences (IJHESS). https://doi.org/10.55227/ijhess.v2i2.263.
Rostan, N. N. A., Ismail, H., & Jaafar, A. N. M. (2020). The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective. Southeast Asia Early Childhood Journal, 9(2), 155-165.
Salleh, N. M., & Er, T. P. (2022). Penggunaan Model VAK (Visual, Auditori dan Kinestetik) dalam Proses Penyelesaian Masalah Matematik Murid Masalah Pembelajaran. Jurnal Dunia Pendidikan, 4(2), 95-102.
Samara Willis. (2017). Literature Review on the Use of VAK Learning Strategies. The STeP Journal 4(2), 90-94.
Shen, X., Barlacchi, G., Tredici, M., Cheng, W., & Gispert, A. (2022). semiPQA: A Study on Product Question Answering over Semi-structured Data. Proceedings of The Fifth Workshop on e-Commerce and NLP (ECNLP 5) https://doi.org/10.18653/v1/2022.ecnlp-1.14
Seman, N., Ismail, N. K., Awang, Z., Ali, H. M., Jantan, H., & Jumaren,(2023). A. Exploring Content And Pedagogical Knowledge Using The Vak Approach For Early Math Addition. http://dx.doi.org/10.6007/IJARBSS/v13-i12/20397
Sia, S. P., & Bakar, K. A. (2022). Improving the Addition of Preschool Children Through the use of Concrete and Visual Materials: Meningkatkan Kemahiran Operasi Tambah Kanak-kanak Prasekolah melalui Penggunaan Bahan Konkrit dan Visual. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 11, 103-113.
Siraj, I., Melhuish, E., Howard, S., Neilsen-Hewett, C., Kingston, D., Rosnay, M., Huang, R., Gardiner, J., & Luu, B. (2023). Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1092284.
Tobia, V., Bonifacci, P., & Marzocchi, G. M. (2021). Symbolic versus non-symbolic training for improving early numeracy in preschoolers at risk of developing difficulties in mathematics. Research in Developmental Disabilities, 111, 103893. https://doi.org/10.1016/j.ridd.2021.103893
Yuniarti, Y., Suyitno, S., & Anggoro, S. (2021, November). The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement. In Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia. https://doi.org/10.4108/eai.19-7-2021.2312715
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Julianty Idris, Norly Jamil
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
