Abstract
The learning patterns and their relationship with specific sensory stimuli were analyzed in the context of English word recall among elementary school children. A total of 138 students, with an average age of 11 years old and enrolled in 4th, 5th or 6th grade, participated in the study. Data were collected using the Inventory of Learning Pattern, and four quasi-experimental conditions were designed to stimulate smell, touch, hearing or only audio-visual (control group). English word recall was measured as a dependent variable at 7 a days. The results from the mean difference analysis (by a Multivariate Analysis of Variance [MANOVA]) indicate that the students directed towards Meaning Directed/ Application Directed with olfactory stimulus exhibited the highestrecall rate; whereas those directed towards Reproduction Directed/Undirected with only audio-visual stimulus showed the lowest mean recall. We discuss the data and reflect on the role of learning patterns and early stimulation in relation to academic performance.
| Translated title of the contribution | Learning Patterns, Sensory Stimuli and Word Recall in English in Primary Education |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 145-164 |
| Number of pages | 20 |
| Journal | Revista Colombiana de Educacion |
| Issue number | 92 |
| Publication status | Published - 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- English language
- learning strategies
- memory
- primary education
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