Hands In: Using Learning Styles in the

Classroom
Carlos Medina
Intern/Mentor G/T
April 18, 2016
Mentor: Mr. Craig Pope
Dr. Melissa Kiehl

Introduction

Does the school system realize that all students are not the same? Everyone learns
differently and that is perfectly acceptable. Most teachers throughout the country do not attempt
to teach using all the different ways that people learn. Many teachers simply teach in a way that

satisfies them and the majority of the students; however, the minority that does not learn in that
specific way are left as confused as ever. A good way of looking at this problem and fixing it
would be for teachers to take time to figure out exactly how their students learn best. The
concept of learning styles is not relatively new. It has been around for a while, but there are
some, like this article, who say that learning styles are just sketchy education research that
doesnt offer clear guidance (Carey, 2010). The most difficult task for a teacher who wants to go
through this process would be to figure out which style each student learns best with . After the
teacher and student are aware of the learning type specific to them, it will be easier for the
student grasp new material moving forward (Pope, 2015). There are so many different learning
styles, but the four most prominent styles are visual, auditory, reading and writing, and
kinesthetic. These four are also the ones that show up most frequently in younger children.
Generally, teachers in higher grade levels, such as late middle school and beyond, tend to steer
away from learning about how their students prefer to learn due to their limited amount of time;
however, it is very common for elementary schoolers to take part in activities where they learn
this information though it usually not taken note of by teachers. The way a person learns is
completely unique to that person, yet it can be classified into a group. Too often, people do not
know which learning style category they fall under, thus impeding their learning. The purpose of
this paper is to analyze the different learning styles and the characteristics associated with the
learner, inform the reader on how knowing ones style can make learning easier, establish how
younger students performances improve after they have discovered their learning style, and
describe how teachers can change a students educational future by allowing them to learn in the
most effective way possible.
Review of Literature

There are four common learning styles that each have specific characteristics that are
reflected in the persons behavior or personality. The VARK acronym, which stands for visual,
auditory, reading/writing, and kinesthetic, includes all four basic learning styles (Learning styles,
n.d.). The four learning styles all have unique characteristics. There are certain qualities that link
them together. Visual learners learn best by seeing images and graphics, whether it be in a video,
a book, or a presentation (Learning styles, n.d.). These students would be the ones most likely to
use flashcards or dry erase boards to work. Visual learners are also typically neat individuals and
highlight important facts or color-code their notes (Graham, n.d.). Their personalities have
shown that on average, they like to work best alone (Dutton, 2013). These people process
information best when they are able to look at something or see it laid out in a chart. On the
contrary, auditory learners learn best when they are able to hear someone explain the topic. They
prefer to have someone explain to them what they are learning or explain it themselves (Learning
styles, n.d.). With that being said, these students like to give presentations as well as listen to
music while they work (Dutton, 2013). They do not mind background noise as long as it is kept
to a minimum where they can concentrate. But according to Graham (n.d.), the opposite is also
true: background music may be distracting to them and they may need a completely quiet room
to do their work. They are constantly on the lookout for mnemonic devices or create short songs
to help them remember things (Learning styles, n.d.). A less common known learning style is the
reading/writing category. They like to rewrite notes in their own words and like to read in
between the lines in order to find a deeper meaning (Learning styles, n.d.). The final group
would be the kinesthetic learners. These learners prefer a hands-on lesson where they can use
their senses to take in new information (Dutton, 2013). These students are usually realists and do
not have a preference of working alone or in a group (Learning styles, n.d.). A common

characteristic of a kinesthetic learner is that they like to take frequent breaks and move around or
do their work in a different location than the time before (Graham, n.d.). These students are the
more active ones and love to participate in class. As noticed, their personality might influence
their learning style, or vice-versa.
Generally, there are certain qualities that people show when they have a specific learning
style. People who need to see things in order to learn usually have a timeline in their heads about
the things that they have to do and talk about their perspective on things (Wyman, 2011). These
people tend to remember peoples faces but not their names (Different learning styles in
education, 2013). They also maintain strong eye-contact in conversations. Auditory learners
typically talk to themselves and are very good at keeping a conversation going. They excel at
storytelling and remember old conversations (Wyman, 2011). As well as usually having been
shown to be talented musicians and to be more talkative. However, they do have trouble writing
their thoughts and reading slowly (Different learning styles in education, 2013). They remember
peoples names and voice over their faces. Readers and writers like to take notes verbatim and
they like to make lists. According to one article, they usually struggle with verbal instruction
and are easily distracted by noise (Different learning styles in education, 2013). These people
also have difficulty reading body language and interacting with people in a social environment
(Mind Tools Videos, 2015). Meanwhile, the tactile type of learners like to play around with
things and rarely read directions before they start anything (Wyman, 2011). They also do not
like to be forced to sit for long periods of time. Instead, they like to move around and keep busy.
These learners are always active in activities and are usually proficient in many sports (Different
learning styles in education, 2013). They, however, struggle with reading and writing and need to
take frequent breaks in order to stay focused. Their personalities give off small signs that may

show which style the person prefers. This may be a way of guessing how someone learns even
before you see them work.
While learning styles are the preference that is the most dominant in the students
personality, they are not bound to that one for their whole lives. According to another article,
the brain has the ability to change (plasticity) and transform itself based on experience...learning
styles can also change and transform themselves based on experience (Research summary:
Learning styles, n.d.). Not only can they change their preferences, they can also have
combinations of learning styles. A combination of several of these traits is possible and common
in students (Graham, n.d.). People use this to their advantage by using a variety of tactics in the
classroom to understand and grasp the topic. Although not everyone can use multiple learning
styles, there are some that have a set learning style built into their minds. There are many factors
that can come into play to help the individual decide how they should learn (Research summary:
Learning styles, n.d.). Students who use more than one learning style should theoretically do
better in school because they have a more diverse way of learning so they have a bigger
probability of actually grasping information.
Knowing and understanding how to use learning styles can enhance learning in a variety
of ways. If the teacher uses appropriate methods of teaching that correlate with a childs learning
style, the methods will tremendously help students learning or studying. In the classroom,
teachers typically lean more towards structuring their lessons based on their own learning
preference (Duckett & Tatarkowski, n.d.). Not only will teaching using the students preferred
learning style make students feel more comfortable, they will have an easier time absorbing
information and using it in future situations (Berno, 2012). By knowing ones own learning style,
certain obstacles can be avoided. For example, they will not try to learn in a way that is not

meant for them to process the information. They will try to learn using the suggestions that are
associated with the specific learning style (Duckett & Tatarkowski, n.d.). It is not even necessary
for the students to wait until they go to school for them to discover what kind of learners they
are; After all, home is where a childs first learning experience takes place. (Berno, 2012). It does
not matter where they learn it, it is just imperative that the student knows how they learn best.
This is the only way for them to reach their full potential.
While it is impossible for a teacher to teach one single lesson that incorporates all the
learning styles, it is possible for them to do it over a span of several days. There are certain
activities that teachers can do in the classroom that will help the learners of each category, as
well as some tips that they can use to reach certain students. For visual learners, activities may
include using the board so that a student can work out the math problem or flashcards so that
they can test their skills (Kawas, 2010). Another math activity might be that the teacher can
provide an actual number line, with a start and end points, and the students would have to place
certain numbers on it (Pope, 2015). Visual learners would benefit from having their seats be in
the front of the room to help them avoid external visual distractions such as a nearby hallway or
a window and in order to see the board clearly (Chittom, 2012). Auditory learners simply learn
best by having the teacher lecture them about the topic, they usually do not need any other aid.
Having them simply answer a question posed by the teacher, a math fact, for example, is great
exercise to work their minds (Pope, 2015). Listening to audiobooks or watching videos would be
an alternative to traditional books for these learners. Making up acronyms, short songs, or
rhymes can help them remember the information better because that is something that they can
hear (Chittom, 2012). Learners of the reading and writing category need to read or write about
the topic in order to get the most out of the lesson. Having the students reflect about what they

have learned helps them express themselves, while having them read is fueling their passion
(Pope, 2015). These students like to play brain teasers and puzzles to relieve their stress and
work their minds, as well as crack a mystery or two (Chittom, 2012). Kinesthetic learners may
benefit from the teacher having the learner teach the class (Kawas, 2010). These students like to
perform in skits or create visuals as projects. They like action and creating things with their
hands (Chittom, 2012). Students can learn through a variety of different methods at school, the
goal is for the student to eventually figure out how he or she learns best.
Discovering the best way for one to learn at an early age will give the person an
advantage because they will have an easier time absorbing the information (Mind Tools Videos,
2015). This will also enhance their performance for their future educational career. After one
learns their prefered learning style, one can move on from there and hopefully not struggle as
much (Bostrm, n.d.). That is especially true as they move on to pursue higher education and
study harder material. Many students do not know their prefered learning style until a later age
and there is so much wasted potential from the previous years (Bostrm, n.d.). After they
understand their learning style, they will know how to handle the new information taught in class
and how to use it (Berno, 2012). The kids who know their learning style will have a smoother
learning experience than those of the students who did not know their style. These students will
not have to waste time battling with the teacher to learn the information. They will already have
the experience.
It is common for teachers and schools to spend less time on developing what learning
style each student is as they move up a grade. That means that most of the lessons about learning
styles are done in elementary school. The reason for that might be because there are so many
more activities that teachers can have students do in the classroom so that the younger students

can learn more about themselves (Kawas, 2010). An example of how schools can start to use
learning styles, which is not necessarily an activity, is this school where they have completely rid
themselves of the traditional classroom setting. The teacher who did this experiment said that
the whole point of it is, when you give kids choice in their learning, you see increased
motivation, increased engagement, increased test scores (Schmidt, 2015). They could be on the
ground, at a table, sitting on a stability ball, or even standing. They had complete freedom of
choosing where to work and who they would work with. This made it a more realistic setting for
the real world, as well as allowing the students to choose where to work made it so that they can
learn effectively. For example, a visual learner who is easily distracted by windows can sit away
from them. Or for kinesthetic learners, they have the liberty of moving around and working in
different locations each day. Another example would be another school where they are trying
very hard to incorporate the arts into their daily class time. They have the students write songs or
create skits that they can present and teach the class about their topic (St. George, 2015). This
allows many of the learning styles to work together and create a product using their individual
strengths.
Learning about the way that one learns early on can help one understand that it is okay to
make mistakes (Pope, 2015). Not only will it teach the student that it is perfectly acceptable not
to get it right on the first try, or even ever, it gives them the motivation to keep trying their best
and not give up (Orlando, 2011). Failing now will also help them to realize their mistakes now so
that they do not occur later on. As the childs mind is developing, after continuously failing and
not facing any consequences because of it, they will begin to realize that mistakes are natural, it
is perfectly okay for them to try again. This will give them the sparks required for them to search
for the right learning style that fits them, because one size fits all does not apply to learning.

The way that a teacher teaches the class lessons have a huge impact on the learning of a
student. Teachers organize their classes differently as they do with the way that they teach. An
example might be to group students based on learning styles. This can prove to be beneficial to
both the students and the teacher. Not only will the teacher be able to teach a small group using
one cohesive method, the students will be able to bounce ideas off of each other because they
will be able to understand information at the same level (Yee, 2013). The students will get the
benefits of being in a small group as opposed to being in a large class (Schmidt, 2015). The
teacher will be able to give each student more attention and meet their needs. Therefore, setting
up the class like this is beneficial for all the parties involved.
In a world where learning styles exist, teaching styles also apply. Teaching styles are how
the teacher teaches his or her class based on his or her preferred learning style. It would be most
beneficial when the teacher incorporates bits and pieces of each learning style into one lesson or
rotates the style used. That way, all the students have an equal shot at fully learning the topic
(Most common teaching styles used with elementary school students, 2012). If the teacher only
teaches the class using their preferred learning style, many students would not do well. The main
difference we all have relating to learning is how we learn so the teacher must acknowledge that
so that the students would have less difficulty processing the content.
A benefit of using a variety of learning styles in the classroom is that now the teacher can
reach a much larger audience in the classroom (Pope, 2015). Instead of the information only
getting through to certain kids due to the style the teacher repeatedly uses, by switching it up,
everyone has an equal opportunity (Bedford, 2013). Every person in the classroom has the
opportunity to use that information, in a future opportunity if they are able to comprehend it
when it is first introduced to them. If the teacher only uses their prefered style for the whole year,

that might be a whole year of wasted opportunity for a large part of the class. It is very important
that the teacher makes it so that all the students can learn from him or her.
Learning new information is not an easy task, so why make it harder? Learning styles
have been proven to be extremely useful for people everywhere because we all learn differently
and there are so many tips and tricks that can be used to soak up the information. Visual learners.
Auditory learners. Reading and writing learners. Kinesthetic learners. Each type has their own
differences, but there are also similarities which makes it possible for the different types of
learners to be in the same classroom. It is imperative that one finds out what his or her learning
style is as soon as possible because it could be revolutionary for their learning. The students of
today will be the doctors, engineers, and teachers of tomorrow. Schools everywhere should put
their hands in and vow to use learning styles to allow their students to blossom and embrace this
change to ensure their success down the road.
Research Methods and Data Collection
For this project, the researcher collected and analyzed information that supported the
research question and hypothesis. The research question was as follows: Do learning styles affect
the way that we learn new information and do children as young as seven know which learning
style group they belong to? In addition, the researcher hypothesized that learning styles do have
some impact in the way that we learn, but there are other factors involved that affects someone in
the classroom or wherever they might be. He also said that he thought that the seven-year-olds
would be spilt, some might already know what learning style they are, while others might have
no idea. The researcher conducted surveys in order to test whether the children could define
which group they personally thought they belonged to and then compare their results to what
they got after taking an online quiz.

Prior to taking the survey, the researcher had the students of a second grade class at
Hollifield Station Elementary School take an online quiz (Appendix C) that in the end would
match them to a learning style, however the researcher did not tell the students which style they
were assigned to avoid bias in the later survey. The researcher then conducted a series of
activities in the classroom with the students, each activity focused on a specific learning style. At
the end of the week, the researcher had the students take a survey (Appendix A) where he asked
them choose which learning style they like best, which they liked the least, and why. He also had
two other classes take a slightly different survey (Appendix B) in which they were asked which
learning style they believed they had after being lectured about the different kinds. Twenty-one
students took the first survey and approximately forty students took the second version. All the
participants were seven or eight-year-olds. The second version of the survey was taken
anonymously while the first version of the survey required the participants to write their name in
order to make the comparisons with the results of the online quiz.
Results and Data Analysis

10

The data collected applies to the research conducted because it supports the hypothesis
formed by the researcher that about half of the student population at that specific age does not
know what learning style group they belong to. As shown in Appendix D, the researcher marked
if the results from the survey matched the results from the online quiz. They were almost split
evenly and this shows that there are still a few children who have not been exposed to the
concept of learning styles and thus cannot form an accurate opinion of where they would fall in
the categories. However the children who were able to obtain a match, were either previously
exposed to learning styles or were able to piece together the clues of how well they have learned
in the past.
Figure 1

11

Figure 2
Figure 3

The results also show that in the classes that were sampled, there is an overwhelming
majority of the students that have chosen reading and writing as their preferred learning style. At
Hollifield Station, there is a big move the teachers are trying to make to reinforce their students
to read more books instead of looking at a screen. While the researcher did not focus heavily on
what learning styles would be present in the sampled classes, this is an interesting find that there
is so much correlation among the three distinct classes. Visual and auditory are about the same,
reading/writing is very high up, and kinesthetic is the one that varies among the classes.
Discussion and Conclusion
The researchers findings contribute to the greater audience for this topic by showing that
even though there are some children that do not know which learning style group they belong,
there is still hope for them because as one of the questions in the first survey (Appendix A)
shows, most of the students answered that know that they know, they will try to use it as they
grow older. The researcher explained to them what each learning style means and know they
understand the differences among the four groups. This is important because as these children

12

move on to tackle harder material in their education, it is important for them to know how they
learn best. However, as research shows, ones learning style can change during the course of their
lives. They are not bound to one for all of eternity so that is something to factor in when
explaining how learning styles affect our comprehension. A limitation to this research would be
that the number of students tested was very limited. If a larger sample was tested, a more
accurate representation of the whole population could be determined. Also, every individual is
different. They might have a certain learning style for one subject but a different one for another
class. A future study could include how learning styles differ from class to class. Another
possible future experiment could be that a researcher tests to see is class lessons tailored to
specific individuals actually helps them learn better as opposed to traditional class instruction.
These kids were introduced to this concept, but not enough teachers worldwide are doing this. It
is an important concept because some students struggle to learn, when they focus and see what
works best for them they could potentially be more successful in life.

References
Bedford, J. (2013, August 6). Best strategies for teaching elementary math. Retrieved October 7,
2015, from Dream Box website: http://www.dreambox.com/blog/best-strategies-forteaching-elementary-math-2
Berno, B. (2012, December). How do learning styles affect my childs academic performance?
Retrieved December 2, 2015, from CNT website:
https://www.collegenanniesandtutors.com/blog/title/How-Do-Learning-Styles-Affect-

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My-Childs-Academic-Performance
Bostrm, L. Do ten-year-old children in Sweden know how they learn? A study of how young
students believe they learn compared to their learning style preferences [PDF document].
Retrieved October 26, 2015, from: http://files.eric.ed.gov/fulltext/EJ1067088.pdf
Carey, B. (2010, September 6). Forget what you know about good study habits. Retrieved
December 16, 2015, from The New York Times website: http://www.nytimes.com/
2010/09/07/health/views/07mind.html?_r=0
Chittom, L.-N. (2012, September, 11). Teaching to diverse learning styles in the classroom.
Retrieved September 9, 2015, from Bright Hub Education website:
http://www.brighthubeducation.com/teaching-methods-tips/80258-the-three-mainlearning-styles/
Different learning styles in education. (2013, October 28). Retrieved December 9, 2015, from
Education website: http://www.education.com/reference/article/Ref_Teaching_Tips/
Duckett, I., & Tatarkowski, M. Learning styles and their application for effective learning [PDF
Document]. Retrieved November 18, 2015, from:
http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
Dutton, L. (2013, December 19). Learning styles. Retrieved October 14, 2015, from:
https://www.youtube.com/watch?v=zUTLDG-fHFE
Graham, E. (n.d.). What is your child's learning style? Retrieved September 16, 2015, from
School Family website: http://www.schoolfamily.com/school-family-articles/article/826what-is-your-childs-learning-style
Kawas, T. (2010). Instructional strategies. Retrieved October 7, 2015, from Math Wire website:
http://mathwire.com/strategies/is.html

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Learning styles. (n.d.). Retrieved November 11, 2015, from Teach website: http://teach.com/
what/teachers-teach/learning-styles
Mind Tools Videos. (2015, August 5). Discover different styles of learning. Retrieved
December 9, 2015, from https://www.youtube.com/watch?v=E41O67jMdIw
Most common teaching styles used with elementary school students. (2012, October 29).
Retrieved September 9, 2015, from Concordia Online Education website:
http://education.cu-portland.edu/blog/reference-material/most-common-teaching-styles-u
sed-with-elementary-school-students/
Orlando, J. (2011, May 16). Failure is an option: Helping students learn from mistakes.
Retrieved January 13, 2016, from Faculty Focus website: http://www.facultyfocus.com/
articles/teaching-and-learning/failure-is-an-option-helping-students-learn-from-mistakes/
Pope, C. (personal communication, October 12, 2015).
Research summary: Learning styles. (n.d.). Retrieved November 11, 2015, from The Journey to
Excellence website: http://www.journeytoexcellence.org.uk/resourcesandcpd/research/
summaries/rslearningstyles.asp
Schmidt, H. (2015, November 23). Learning with flexibility: West Fargo school gets creative
with furniture. Retrieved December 2, 2015, from Inforum website:
http://www.inforum.com/news/3888360-learning-flexibility-west-fargo-school-getscreative-furniture
St. George, D. (2015, October 14). More schools are working to integrate the arts into classroom
learning. Retrieved December 16, 2015, from The Washington Post website:

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https://www.washingtonpost.com/local/education/more-schools-are-working-to-integratethe-arts-into-classroom-learning/2015/10/14/d36c2e64-7201-11e5-8d930af317ed58c9_story.html
Wyman, P. (2011, June 19). How different learning styles affect your life. Retrieved November
4, 2015, from HowToLearn website: http://www.howtolearn.com/2011/06/how-different
-learning-styles-affect-your-life/
Yee, V. (2013, June 9). Grouping students by ability regains favor in classroom. Retrieved
September 23, 2015, from The New York Times website: http://www.nytimes.com/
2013/06/10/education/grouping-students-by-ability-regains-favor-with-educators.html

Appendix A:
Which Lesson Did You Like Best?
Name:
1. Rank the lessons, with one (1) being your favorite and four (4) being your least
favorite:
Auditory (Monday)
Reading/Writing (Tuesday)
Visual (Wednesday)
Kinesthetic (Thursday)
2. Explain why your favorite lesson was your favorite? What parts did you like the
best?

16

3. Explain why your least favorite lesson was not your favorite? Why did you not
enjoy it as much as the other ones?
4. Do you think that if you worked in groups with people who learned the same way
as you, you would do better in class? Explain.
5. Did you know what learning styles were before this week? (Circle)
Yes / No
6. Do you think that knowing your learning style will be helpful in learning new
material as you get older? (Circle one)
Definitely

Yes

Im not sure

No

Definitely Not

7. Will you try to use your learning style this year and in future classes? (Circle one)
Yes

Ill try

No

Appendix B:
Learning Styles Survey
.
.
Learning styles are the way that we prefer to learn. There are four different types: Visual (seeing), Auditory
(listening), Reading & Writing, Kinesthetic (Moving around/Touching). We all learn differently but if we know our
learning style, it can make it easier and more fun.
.

1. Which learning style do you think you have? (You may circle more than one)
Visual Auditory Reading/Writing Kinesthetic
2. Why did you choose the learning style(s) that you did in question 1?
3. Did you know what learning styles were before today? (Circle one)
Yes or No
4. Do you think that if you worked in groups with people who learned the same way
as you, you would do better in class? Explain.
5. Do you think that knowing your learning style will be helpful in learning new
material as you get older? (Circle one)

17

Definitely

Yes

Im not sure

No

Definitely Not

Appendix C:
Learning Styles Project
Data Collection
Questions from: http://vark-learn.com/the-vark-questionnaire/the-vark-questionnaire-for-younger-people/
* Required
Name: *
1. When you have a few minutes with nothing better to do would you be more likely to: *
stare into space or doodle
talk to yourself or to others
pick something up to read
do something practical, like fix something or straighten up your room
2. You are not sure whether a word should be spelled 'dependent' or 'dependant'. Do you:? *
look it up in the dictionary
choose by the way it looks
sound it out in your mind
guess

18

3. You want to plan a surprise party for your best friends birthday. Do you:? *
talk about it on the phone with your other friends
make lists of what to do and what to buy
picture the party activities in your mind.
invite friends and hope for the best
6. You are about to buy a new computer, TV, or toy. Other than price, what would most influence your
decision? *
the salesperson telling you about it
reading the details about it
playing with the it
it looks really nice and it is something you could picture in your room
7. Recall a time in your life when you learned how to play a new board game or computer game. How did
you learn best? By: *
watching others do it first
reading instructions
listening to somebody explaining it
doing it or trying it for yourself
8. After reading a play you need to do a project on it for your class. Would you prefer to: *
read a speech about the play in front of the class
draw a poster showing something that happened in the play
act out a scene from the play
write your own review on the play
10. You need to give directions to two friends to go to a house nearby. Do you: *
draw a map on a piece of paper
tell them the directions
write down the directions on a piece of paper
walk them over there yourself
13. Do you prefer a teacher who likes to use:? *
a textbook and worksheets
diagrams, charts, pictures and PowerPoints
field trips, labs and hands-on activities
Class discussions and guest speakers

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Appendix D:
Learning Style: Online survey vs Paper Survey

(Class #1)

Name

Learning Style(s) (online)

Learning Style (paper)

Match?

Iven

V (1) A (1) R (2) K(4) K

No

Henry

V(3) A(5) R(4) K(4)

No

Daniel

V(6) A(5) R(6) K(6)

VRK

Yes

Rachelle

V5) A(5) R(5) K(8)

No

Mahathi

V(3) A(3) R(1) K(2) VA

No

Shivani

V(3) A(2) R(0) K(3)

VK

Yes

Hannah

V(4) A(3) R(5) K(3)

Yes

Carson

V(1) A(7) R(7) K(2)

AR

Yes

Ilene

V(0) A(1) R(4) K(4) RK

Yes

Charlie

V(4) A(3) R(3) K(3) V

No

Eva

V(2) A(3) R(5) K(0)

Yes

Tyler

V(2) A(5) R(5) K(1)

AR

Yes

Logan

V(1) A(2) R(2) K(3)

No

Brigitte

V(4) A(3) R(6) K(4)

Yes

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Akhil

V(4) A(4) R(6) K(3)

No

Emily

V(7) A(6) R(8) K(5)

Yes

Adam

V(1) A(2) R(3) K(6)

Yes

Rhys

V(4) A(3) R(2) K(7)

No

Priscilla

V(7) A(5) R(6) K(4)

No

Declan

V(0) A(3) R(2) K(3)

AK

No

Visva

V(4) A(8) R(7) K(6)

No

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