Effect of Visual Auditory and Kinesthetic Learning on Students’ Reading Skills in English Language

Abstract

This study examined Effect of VAK-Learning on Students’ Reading Skills in English Language. Four Objectives and four hypotheses were formulated to guide the study which includes: the effect of VAK-Learning on students phonemic Awareness, Vocabulary, Grammar and Reading comprehension. The research design used for the study was quasi-experimental design. The population comprised all Junior secondary school two (JSS II) students of a selected school in Maiduguri Metropolis, Borno State, Nigeria. Sixty (60) participants were chosen using purposive sampling technique. Self-developed instrument entitled `English Language Reading Proficiency Test` was used to collect the data at both pre-test and posttest. The instrument was validated by the experts and its reliability was achieved at 0.06 using correlation co-efficient. The data collected were analyzed using independent sample t-test. The study revealed that there is significant effect of VAK -Learning on students` reading ability. It was, therefore, recommended that students should be encouraged to utilize audiobooks, songs and visual recordings that enhance reading sub-skills. Teachers should also facilitate small group discussions where students can verbally express their understanding of the reading material as well as use of roleplay to encourage translation of text into action.

Keywords: Visual, Auditory and Kinesthetic learning, Reading Skills, phonemic awareness, Vocabulary, Grammar, Fluency and Reading Comprehension.