Preferred Learning Style of Students of Nangkor Central School, Bhutan

Prem Prasad Timisina,Karma Dawa,Phurba Tashi,Rinchen Sherab,Tschering Dorji,Nima Tshering,Ugyen Tschewang

doi:10.26522/jiste.v25i1.3659

Abstract

Students preferentially absorb and process information in diverse ways. Pedagogy should vary accordingly. The knowledge of teachers on the learners’ preferred learning styles plays a pivotal role in better teaching and learning processes, contributing to a better-quality education. Still, little is known about the preferred learning style of learners. In the present study, the VARK (visual, aural, read or write, kinaesthetic) model version 8.01 survey questionnaire was adapted and given to 215 middle and higher secondary students. Using descriptive analysis of correlation, frequency and percentage, the study revealed that the preferred learning styles of students are aural (A) and kinaesthetic (K) with the smallest preference given to visual (V). The findings showed that male and female participants’ preferences were the same, and that high-achiever learners prefer K. Recommendations from the findings apply to both the classroom and teacher training opportunities.

Highlights

The knowledge of teachers on the learners’ preferred learning styles plays a pivotal role in better teaching and learning processes, contributing to a better-quality education
Overall preferred learning style, preferred learning style based on gender and previous academic score, and preferred learning style based on grade level
Concerning the school class level, 10.7% of the students were in class nine, 20.5% in class ten, 26.0% in class eleven and, 42.8% were in class twelve

Summary

Introduction

The knowledge of teachers on the learners’ preferred learning styles plays a pivotal role in better teaching and learning processes, contributing to a better-quality education. One study (Dalaman, et al, 2019) suggested that knowing the preferred learning style of students enables academic success by providing more effective solutions to problems encountered in the teaching-learning process. This is accomplished while educators are constantly striving to diagnose the factors that influence the academic performance through various research undertakings, consultations and conferences. There has been no empirical evidence of preferred learning styles of Bhutanese students, and the present study, which is bedded on the VARK model, is the first of its kind in our school. In this study about students’ learning styles and their preferences for online instructional methods, it was revealed that there were several significant positive and negative relationships between learning styles and instructional methods

Methods

Results

Discussion

Conclusion