Investigating the Difference in recall between Video/Audio learning and Read/Write learning.

Theoretical research has stated that the knowledge of learning styles reduces one’s frustration and increases success (Van Blekorm, 2013). This study investigated whether video/audio participants (N= 64) would recall more information than read/write participants (N= 55). The study also investigated the differences in recall between MCQ’s and comprehension questions in both video/audio and read/write groups. Finally, the study investigated the relationship between visual/auditory learning styles and the video/audio group. 119 students took part in this study. The study had an experimental design between two groups, which observed descriptive statistics with frequencies, T-tests, and correlation statistics. The results supported the first and the second hypothesis, finding a significant difference in recall between two conditions. However, the third hypothesis was rejected, showing a negative relationship between video/audio and the learning styles. Limitations and strengths were taken into consideration for future research. Overall, the results indicated noteworthy findings and that further research was to be made towards learning styles for future reference. Implications of the study were also supported and applications were suggested for use in various education levels