The score was 3 on being active, 5 for being intuitive, 11 for being visual, and 1 for being sequential. As an active learner, I understand concepts better when I practically perform them other than when I think about them theoretically. I, therefore, learn best when given physical objects or models to interact with (Felder et al., 2020) . The score, however, means I am fairly balanced and that I can be a reflective and passive learner. I, therefore, sometimes prefer pondering on the subject matter and working alone, however, not to a higher degree as to integrating and learning from others. The results also show that I am an intuitive learner. This implies that I prefer relating the subject matter to other possibilities. In most cases, I learn from association, an aspect that significantly influences my discoveries. In an environment that does not allow me to quickly make associations, I might not learn well. In addition to the above, I am a highly visual person. I love seeing illustrations and not an outline of facts. I, for example, better understand concepts when they are put in graphs, charts, or general diagrams. I best remember concepts when illustrated in diagrams than when theoretically covered (Felder et al., 2020) . The last way I best learn is being sequential. Since the score is 1, it means I balance this learning approach with being a global learner. It means I can quickly make sense of given information and solve problems without thinking about them extensively.
With the test results, I will modify my study techniques to balance the different learning modes. For being both an active and reflective learner, I will ensure that I physically interact with the learning material and ensure I am in an environment that sparks my intuition. Visual learners learn by seeing the diagrams ( Ahmed et al., 2013) . I will ensure I incorporate drawings and illustrations into my learning undertakings. Where possible, I will request models of what is to be studied. I will also ensure that I am organized in different approaches to learning.
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References
Ahmed, J., SHAH, K., & Shenoy, N. (2013). How different are students and their learning styles. International Journal of Research in Medical Sciences , 1 (3), 212-215.
Felder, Richard M., and Barbara A. Soloman. "Learning styles and strategies." (2000).
