Theoretical Frameworks and Empirical Evidences of Tactile Learning Style as a Veritable Tool for Improving Biology Performance among Secondary School Students

Abstract

This position paper explored the theoretical frameworks and empirical evidence supporting the use of tactile learning style as an effective tool for improving biology performance among secondary school students. It highlighted the significance of biology education and the advantages of considering tactile learning style, such as hands-on activities and manipulatives, during instructions to improve student engagement, motivation, and understanding of complex concepts. The methodology involved review of existing theoretical frameworks and empirical studies from peer-reviewed journals, books, and educational reports, focusing on the impact of tactile learning style. The paper reviewed key theories, including Kolb's Experiential Learning Theory and Gardner's Multiple Intelligence Theory, and presented findings from various studies proving the impacts of tactile learning on academic performance. The study concluded that the tactile learning style plays an important role in improving biology instruction in secondary schools. Some of the suggestions made include given due consideration to tactile learners during instruction, further research and professional development for biology teachers.