Multisensory Teaching Methods Improve Students’ Learning Motivation

1.0 Introduction

Everything done across the globe is multisensory. Ironically, the classroom environment encourages unisensory approaches; however, it is usually unnatural and demotivates young children in the learning environment (Smith, 2023). Every learner is different, and using a similar teaching strategy will not help the students grasp the contents perfectly. Lack of content mastery in the classroom leads to children failing their exams, causing them to lose motivation to learn (Purinton & Burke, 2020). Thus, the educator’s work is to understand the different pedagogies and incorporate every learner by critically examining their strengths and weaknesses during teaching. This could be done by assessing the learner’s class random questions, case study assignments, and even practical assessments to determine where the learner is interested, thus using them as the pedagogical method (Fallacy, 2023).

1.1 Background

Since the early development of humankind and learning innovation, the unisensory learning process has been practiced (Ferreira & Vasconcelos, 2020). Learners enter the theoretical environments where learning materials are provided in theory forms, yet the natural setting of their upbringing is a practical error full of multisensory activities (Cuturi et al., 2021). For example, in most career specializations, there is a need for practical training to ensure there is equipment for listening, observations, and manipulation (Ferreira & Vasconcelos, 2020, p. 3). Ideally, more than writing and listening is needed for students to gain more profound knowledge because this process is not a natural way of conducting learning. In the 1920s, it was argued that listening and writing alone was not enough for students to capture their learning; using a dyslexia group to record the multisensory techniques, such as visual, auditory, and kinesthetic modalities, found out it is the most beneficial method to overcome the dyslexic reading challenges (Fallacy, 2023). Several multisensory technique studies have been developed to help children with hearing and visual impairments. Montessori discovered the significance of senses and multimodal perception. However, learning is still a didactic approach, where the educator delivers the learning contents and does not consider graphics, movements, filming, videos, and pictures (Montessori, 1912).

Multisensory approaches incorporate senses alongside kinesthetic and body movement, which has proven to be a creative learning process that sticks the learning in students’ brains for extended periods (Theresia & Recard, 2021). In multisensory approaches, the educator teaches students to use more than one stimulus to use different senses, such as smell and taste and uses the results to link to learning objectives to evaluate them (Romero, 2020). Even with educators’ and scientists’ increasing awareness of multisensory classrooms and rising technology, multisensory pedagogy still needs to be fully adopted (Cuturi et al., 2021). Distance learning is jeopardized with multisensory learning techniques.

In Hong Kong, during the 2020 pandemic, distance learning was practiced by the WHO regulations to suspend the physical classroom during the 2020 COVID-19 pandemic. From the scientists’ theories that the unisensory approach demotivates learners, there has been a debate that learners’ motivation in distance learning has dropped (Smith, 2023), while Sanfilippo et al. (2022) argue that it is the correct approach for the Vision 2030 e-learning agenda. The paper, therefore, aims to investigate the impact of multisensory learning on students’ motivation by comparing two modes of learning instructions, multisensory and traditional classroom instructions, at Hong Kong Baptist University in their final year.

1.2 Hypothesis

A significant positive relationship exists between the multisensory learning method and student motivation.

1.3 sampling methods

Simple random sampling was used to select the participants in the study. The age, gender, and faculty of study were not considered during the selection of participants.

2.0 Methodology

2.1 Research design 

The quantitative primary study employs primary data collection and quantitative analysis methods.

2.2 Sample

The study sample was 20 Hong Baptist University students in their final year of study, and each student was chosen randomly for the study.

2.3 Target population 

The target population was Hong Kong Baptist University final-year students. The rationale for choosing these groups of students is that during the COVID-19 pandemic, they transitioned fully into online learning and have experienced the traditional instruction-based approaches in their learning journey. Additionally, in the final year, some groups, such as nursing students, were required to do practical assessments during their bedside classes. Thus, it could provide interesting results for the study’s justification.

2.4 Data collection tools

An anonymous online questionnaire was used to collect the data from the participants. The questionnaire was created using Google Forms, which did not contain the participant’s emails, to ensure anonymity. The Google forms were sent to the participants through their emails for them to fill out and submit. The questionnaire was developed using closed-ended questions on a Likert scale of 1-5 and open-ended questions.

2.5 Rationale for making the questionnaire

Questionnaires are vital for collecting quantitative data that could be analyzed using statistical tools to determine the relationship between the learning approach and student motivation and other study relationships. Also, it is a cheaper method for data collection and can provide accessible data to analyze due to its standardized nature, allowing for consistency of responses across participants.

2.6 Validity and reliability

The questionnaire was thoroughly screened to ensure no redundancy of questions, and the questions collected data on student’s motivation and the multisensory approaches to ensure its validity.

Reliability

The questionnaire was run in SPSS using the Cronbach Alpha statistical tool to test for reliability. The Cronbach Alpha test was

2.7 Rationale for choosing the Likert scale 

The Likert scale questionnaire scale was 1-5. Motivation is an attitude students develop towards the learning approach; thus, quantifying the extent of influence requires using the Likert scale. A scale of 1-5 was chosen to allow consistency and more precise results as it is easy to compare the extent of effect and trend. Since the 20 samples are small, a larger scale could result in an inconclusive graphical and statistical solution.

3.0 Results

3.1 methods of analysis

A regression analysis was fit to investigate how multisensory approaches affect the student’s motivation. Also, the t-test statistical analysis tool was used to determine the difference between the two groups means (results from multisensory responses and control; learning quality). A 95% significance level was used to justify the results. SPSS version 25 was used to analyze the data.

3.2 Results 

 Correlation 

Person correlation for motivation, multisensory relationship

Table 1: Pearson’s correlation table

As shown in Table 1, there is a strong positive correlation between multisensory learning and student motivation.

The results are further supported by the t-test(t=hypothesis; the means for multisensory and control are equal), as shown in Table 2 below.

Table 2: T=test for comparison of means of the multisensory and control

Decision on the hypothesis

A significant positive relationship exists between the multisensory learning method and student motivation.

From the results above, we have enough confidence to retain the hypothesis.

Discussion

The responses from the anonymous questionnaire revealed that multisensory improves goal attainment (70%), is a satisfactory teaching method (65%), and 60% will consider using a multisensory approach in the future. Satisfaction and goal attainment are significant motivation measurements for students, as satisfied and goal-achieved students will have positive motivation.

The questionnaire results, further analyzed using the person correlation, revealed a strong, significant positive relationship between motivation and multisensory approaches. As suggested by Theresia and Recard (2021), multisensory allows students to engage closely with the teacher using the senses of taste, smell, light, and other kinesthetic movements, allowing them to understand the learning context deeply and, thus, motivate them. The present study can confidently affirm that the multisensory teaching approach is a motivating learning tool for learners, as the learning quality controls the mean analysis. The t-test showed that the multisensory approach has higher means. There is no chance that the unisensory (control) will have an equal motivation outcome with the multisensory. Thus, multisensory teaching approaches must be incorporated to create an excellent learning environment that improves learners’ motivation and helps them achieve excellent grades.

Additionally, the reasons for students’ choice of multisensory approach were, in fact, those that bring motivation, such as increased concentration, ease of learning, and greater attention. All these contribute to good student motivation, promoting an influential student culture of creative learning. The findings affirm those of past scholar Sanfilippo et al. (2022), who found that multisensory approaches increase the student’s content mastery and eradicate the memorization technique which has impaired the creative learning of a learner through reduced grades, leading to demotivation.

4.0 Conclusion

The study aimed to determine whether multisensory teaching methods improve students’ learning motivation among Hong Kong Baptists’ final-year students based on a self-assessment questionnaire administered to the participants. The results were generalized for the entire population. The study found that the multisensory learning method has a significant positive relationship with student’s motivation, and some of the identified reasons for learners’ reasons for motivation of multisensory over unisensory were due to better understanding, improved concentration, ease of learning, and content mastery.

Limitations

Conducting an experiment that generates learning methods in a single context and using a smaller sample size to generalize the results poses a threat to the study. Moreover, a self-assessment questionnaire could result in biased responses and results for the study; thus, an experimental study could fit this type of study. Mitigation of the limitation could involve studying a specific course or increasing the sample size for more precise results.

References

Cuturi, L. F., Cappagli, G., Yiannoutsou, N., Price, S., & Gori, M. (2021). Informing the design of a multisensory learning environment for elementary mathematics learning. Journal on Multimodal User Interfaces, 16(2), 155–171. https://doi.org/10.1007/s12193-021-00382-y

Fallace, T. (2023). The long origins of the visual, auditory, and kinesthetic learning style typology, 1921–2001. History of Psychology, 26(4), 334–354. https://doi.org/10.1037/hop0000240

Ferreira, F. M., & Vasconcelos, C. (2020). The impact of multisensory instruction on Geosciences Learning and students’ motivation. Geosciences, 10(11), 467. https://doi.org/10.3390/geosciences10110467

Montessori, M. (1912). The Montessori Method: Scientific Pedagogy as Applied Child Education in “The Children’s Houses,” with Additions and Revisions by the Author. https://doi.org/10.1037/13054-000

Purinton, E. F., & Burke, M. M. (2020). Engaging online students: Using a multisensory exercise for deeper, active learning. Marketing Education Review, 30(1), 29–42.

Romero, Y. (2020). Lazy or dyslexic: A multisensory approach to face English language learning difficulties. English Language Teaching, 13(5), 34. https://doi.org/10.5539/elt.v13n5p34

Sanfilippo, F., Blazauskas, T., Salvietti, G., Ramos, I., Vert, S., Radianti, J., Majchrzak, T., & Oliveira, D. (2022). A perspective review on integrating VR/AR with haptics into STEM education for multisensory learning. Robotics, 11(2), 41. https://doi.org/10.3390/robotics11020041

Smith, E. C. (2023). Multisensory Phonics-Based Instruction: Student Decoding and Oral Reading Fluency (Doctoral dissertation, Grand Canyon University).

Theresia, N., & Recard, M. (2021). Applying a multisensory approach to promote engagement in primary English home-based learning. ELTR Journal, 5(2), 105–119. https://doi.org/10.37147/eltr.v5i2.118

Appendixes

1Questionnaire

Section 1: Multisensory Learning Approach

Have you used multisensory learning (graphics, imagery, films, video, and pictures) in your learning methods?

Yes

No

Do you read that you need an educator in your learning approaches using multisensory approaches?

Yes

No

Section 2: Motivation for using multisensory approach (Dependent variable)

Please tick your ratings of the following question using the scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5= strongly agree)

Section 3: Multisensory learning method (independent variable)

Why do you choose the multisensory method over the unisensory?

_____________________________

Please tick your ratings of the following question using the scale (Not at all=1, slightly=2, moderately=3, very much=4, extremely=5)

Section 4: Learning quality (control variable)

Please tick your ratings of the following question using the scale (Not at all=1, slightly=2, moderately=3, very much=4, extremely=5)

Section 5: Background information 

Which course do you pursue at Hong Kong Baptist University?

___________________________________________________

2 SPSS output 

Pearson correlation

Regression

T-test