The effect of learning mathematics using the VAK(Visual Auditory Kinesthetic) method on the attitudes and academic performance of primary school students in virtual education during the Corona period

Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitudes of teachers, planners, and educational policy makers towards using more innovative approaches in education. The present study was conducted with the aim of investigating the effect of learning mathematics using the VAK(Visual Auditory Kinesthetic) method on the attitudes and academic performance of primary school students in virtual education during the Corona period.

The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all fifth-grade female students in Arak in the academic year of 1401-1400, out of which 30 students were randomly selected and assigned to  experimental (15) and control (15) groups. The experimental group learned 12 online sessions of mathematical concepts with the help of the VAK strategy in the  Shad Network e-learning program. Both groups were evaluated at the beginning and end of the training period through Aiken's (1978) attitudes towards mathematics questionnaire and the researcher-made math test. Descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance to test hypotheses) were used for data analysis.

The results of the research showed that there was a significant difference between the experimental and control groups in terms of the attitudes and academic performance (P<0.05) and the walk method led to an increase in the students' performance and attitudes towards mathematics.

According to the findings of the research, it can be concluded that the walk strategy would increase the students' mathematical attitudes and performance due to using of visual, auditory, functional content and paying attention to learning styles.