The Achievement Test in Chemistry and Reaction Scale was developed by the investigator. Data was collected by administering the Verbal Intelligence Test, Style of Learning and Thinking inventory and multimedia material of Edurite DigitALly version v.3.6.01 from Pearson Education Services. The random assignment of already formed classes to experimental and control groups was employed to examine the treatment effect. The sample consisted of 50 students in a school in Bhopal. The objectives of the study were: (i) To study the effectiveness of the instructional strategy in terms of (a) Achievement of students in chemistry, and (b) Reaction of students towards the strategy, (ii) To study the effect of treatment, gender and their interaction on the achievement in chemistry of class VII students, by taking their scores of intelligence as a covariate, (iii) To study the effect of treatment, style of learning and thinking and their interaction on achievement in chemistry of class VII students, by taking their scores of intelligence as a covariate. The instructional strategy consisted of teaching with the Concept Attainment Model (CAM) coupled with multimedia instructions. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.An experimental study was conducted to study the effectiveness of Instructional Strategy for Teaching Chemistry to VII standard. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. This research applies mixed method type with concurrent embedded design. This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment.
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