Dunn Learning Styles Model

Acquiring knowledge or developing the ability to perform new behaviors usually takes place in school, particularly in the classroom. In order to efficiently provide learning and better understanding, arranging the physical environment and set-up of the classroom as well as applying interventions according to the participants’ learning needs is important. This study would serve as a basis for an intervention program basing on the participants’ learning style, thus breaking through the traditional way of teaching. This study would offer assistance to the clinical instructors and teachers in helping students become empowered learners by extending and promoting cognitive bridging techniques based on the seven intelligences. This would also aid

The general goal of the model is to improve the effectiveness of instruction through the identification and matching of individual learning styles with appropriate learning opportunities. It utilizes complex elements such as environmental, emotional, sociological, physiological, and psychological which affect an individual’s learning. The use of the learning styles model requires teachers to reorganize the instructional environment and instructional procedures to change from lecture dominated methods of teaching to flexible classrooms that facilitate several simultaneous approaches to

This is followed by thirty-one point eight percent of the participants are visual learners. Thirteen point six percent are linguistic learners, while almost nine percent are auditory and bodily kinesthetic. So far none of the participants are interpersonal and intrapersonal. Because there are only a few participants, a wide range of learning styles was not determined especially on the interpersonal and intrapersonal learning styles. The results revealed that sixty-three point six percent preferred to sit in front where they easily understand the topic under discussion. They were able to cooperate and focus more if they stayed in the front seats. Seventy-seven point three percent cannot tolerate hot environment, especially in the classroom. They would prefer to sit near the electric fan to at least alleviate the warmth or hot temperature experienced inside the classroom. The participants were mostly uncomfortable with their present seat placement. Since the participants follow the same seat placement for the entire semester, fifty-nine point one percent were not satisfied or wanted to change their seating placement. The same percentage of participants was willing to change their seat placements. Seventy-seven point three percent of the participants are easily distracted with environmental noises. They were distracted to noises such as students passing in the corridors and car