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• W44689690 abstract "Some previous studies postulate that every individual has a different learning style. Students have preferences for the ways in whichthey receive information. One of the most challenges that music educator in Thailand face today is improving the level of musicstudent satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhancestudent satisfaction with the learning process, a learning preferences survey linked to sensory modalities was given to music studentsof Undergraduate Studies at College of Music Mahidol University, Thailand. The survey called VARK (an acronym for Visual, Aural,Read-Write, and Kinesthetic) was applied in order to identify student's preferences for particular modes of information presentation.The purpose of this descriptive study was thus to determine the learning style and measure the distribution of learning preferencemean scores of the music students and note any significant differences among classes and gender determined using 348 participantsfrom the Mahidol University College of Music, Thailand, in 2008-2009. According to the VARK questionnaire, students were dividedinto five groups (visual, auditory, read-write, kinesthetic, and multimodal learners). The unimodality preference was 33.9 % andmultimodality was 66.1 %. Among the students who preferred one mode of information presentation, 15.3 % were kinesthetic, 62.7 %were auditory, 10.2 % were visual, and 11.9 % were read-write learners, respectively. Some students preferred multiple modes:bimodal (26.4 %), trimodal (27.3 %), and quadmodal (12.4 %), respectively. Music students prefer aural learning at a higherpercentage than other modes. Inter-class differences varied while gender differences were not significant. Introducing the VARKsurvey can provide a vehicle for self-knowledge and to explore opportunities for making the music educational experience both moreproductive and enjoyable for students and faculty members. Knowing the music students preferred learning modes can: (1) helpprovide instruction tailored to the student's individual preferences, (2) overcome the predisposition to treat all music students in asimilar way, (3) motivate teachers to move from their preferred mode(s) to using others, and (4) develop appropriate learningapproaches and explore opportunities so that music educators will be able to make the educational experience more productive." @default.
• W44689690 created "2016-06-24" @default.
• W44689690 creator A5009787283 @default.
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• W44689690 date "2010-01-01" @default.
• W44689690 modified "2023-09-23" @default.
• W44689690 title "Learning Styles of Undergraduate Musical Students Attending Music College in Thailand" @default.
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