VARK Learning Styles Research Articles

Exploration of learning styles by applying data mining technologies

The article deals with the possibilities to estimate students’ learning styles by applying data mining technologies and the methods suggested by the VARK learning styles model. Using the method of communication, the VARK learning style model in a chosen respondents’ set was estimated. This enables to formulate recommendations for an author of a distance learning course concerning possibilities of personalisation of a particular distance learning course. The concept-baseddata model was chosen to model the research data. The data of the designed e-test data base was processed by applying five stages of data mining.

IMPROVING STUDENTS’ MOTIVATION OF LEARNING USING BLENDED LEARNING STRATEGY FACILITATED WITH VARK LEARNING STYLE MODEL

The type of this research is Classroom Action Research aimed to improve students’ Motivation of Learning of Grade X AK 1 SMK Negeri 1 Bantul Academic Year of 2013/2014. The research is done in two cycles uses two kinds of data collection techniques, i.e. observation and questionnaire. The data collected was analyzed by qualitative analysis using three steps, data reduction, data presentation and conclusion formulation. The analysis is completed with descriptive quantitative analysis to calculate the score of Accounting Learning Motivation. Based on the research result, the implementation of Blended Learning Strategy facilitated with VARK Learning Style Model is able to improve students’ Accounting Motivation of Learning of the grade X AK 1 SMK Negeri 1 Bantl accounting academic year of 2013/2014. It is proven by the improvements of X AK 1’s average score of Learning Motivation from 76,71% on the first cycle and reaches to 84,18% on the implementation of the second cycle. This improvement shows that using Blended Learning Strategy facilitated with VARK Learning Style Model, the students’ Motivation of Learning is increasing classically, without any domination from a few of students of the class. Keywords: blended learning, VARK learning style model, motivation, motivation of learning

Learning style awareness and academic performance of students

Introduction: Preferred approach to learning is one‘s own learning style. Learning style varies from individual to individual. When students learn in different ways; their preferred may be an important determinant of their academic performance. This study intends to explore this approach among the nursing students in Kolej Poly-Tech MARA. Methods: It was pre-test/post-test experimental study. Learning style preferences of nursing students were identified using a VARK learning style inventory. Students were informed of their preferred learning style and how to utilize their learning style strengths to improve learning for better academic performance in a one day workshop. Academic achievements of students in terms of GPA for the three consecutive examinations, two held before and one held after the workshop, were collected from the academic departments. Repeated measure ANOVA was done to compare the GPAs obtained by the students in those three examinations. Results: The study group of nursing students demonstrated different learning styles, with approximately half having a single predominant style preference. There was a significant improvement in the students‘ performance after the intervention (F (1.69,506.92) = 237.22, p<0.001). Discussion: Students‘ awareness of their strengths such as learning style preferences and how to utilize their strengths may improve their academic performance. Students should have awareness of their learning style and how to maximize their learning potential in the very early days of enrolment in the academic institution.

Understanding your student: using the VARK model.

Students have different preferences in the assimilation and processing of information. The VARK learning style model introduced by Fleming includes a questionnaire that identifies a person's sensory modality preference in learning. This model classifies students into four different learning modes; visual (V), aural (A), read/write (R), and kinesthetic (K). The 16-point multiple choice VARK questionnaire version 7.1 was distributed to first year undergraduate medical students after obtaining permission for use. Seventy-nine students (86.8%) were multimodal in their learning preference, and 12 students (13.8%) were unimodal. The highest unimodal preference was K-7.7%. Surprisingly, there were no visual unimodal learners. The commonest learning preference was the bimodal category, of which the highest percentage was seen in the AK (33%) and AR (16.5%) category. The most common trimodal preference was ARK (8.9%). The total individual scores in each category were V-371, A-588, R/W-432, and K-581; auditory and kinesthetic being the highest preference. Visual mode had the lowest overall score. There was no significant difference in preference between the sexes. Students possess a wide diversity in learning preferences. This necessitates teachers to effectively deliver according to the needs of the student. Multiple modalities of information presentation are necessary to keep the attention and motivation of our students requiring a shift from the traditional large-group teacher-centric lecture method to an interactive, student-centric multimodal approach.

Using VARK Approach for Assessing Preferred Learning Styles of First Year Medical Sciences Students: A Survey from Iran.

Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately. The present study aimed to assess the diversity of learning styles amongst medical students of a medical sciences university which was located west of Iran, in 2010. A cross-sectional study which employed VARK learning style's questionnaire was done on 141 first year medical sciences students at Ilam University of Medical Sciences in 2010. Data was collected with use of VARK questionnaire. The validity of the questionnaire was assessed on basis of experts' views and its reliability was calculated by using Cronbach's alpha coefficients (α=0.86). Data were analysed by using SPSS software and Chi-square test. Overall, 41.6% of the samples preferred to use a single learning style (Uni-modal). Of these, 17.7% preferred the Aural style, 17% preferred Reading and Writing, 6.4% preferred Kinesthetic style and 0.7% preferred Visual styles. Among the rest of the 82 students who preferred more than one style (multimodal), 17% chose two modes (bimodal), 13.5% chose three modes (tri-modal), and 27.6% chose four modes (quad-modal). There was a significant difference between educational levels and majors on one hand and choice of quad modal of VARK styles on the other hand (p=0.008). A significant association was also found between participants' genders and selection of visual and reading/writing styles (p=0.03). The preferred learning styles of medical students in the present study were aural and reading/writing. It is suggested that all medical students must be tested to determine their desired learning styles by using VARK questionnaire, also to choose appropriate teaching methods and to improve educational goals.

INFLUENCE OF LEARNING PREFERENCE ON SELF-EFFICACY AND PERFORMANCE IN MIXED-MODALITY FIRST-YEAR ENGINEERING DESIGN

All students have preferences for the way they receive and distribute information when the objective is learning. These preferences can be shown to have an effect on self-efficacy and on performance. The relationships between learning preference, self-efficacy and performance were studied using survey and grade data obtained from a first-year Engineering Design and Graphics course. The students were placed in one of three groups according to the modality (type) of design project they were given; a Simulation-Based project (SIM) using a software simulation tool, a Prototyping project (PRT) using a 3D printer, or a Simulation and Prototyping project (SAP) where they had to complete a design using both tools. Participants were given a custom survey that assessed self-efficacy and the VARK learning styles inventory which assesses learners on Visual, Aural, Read / Write and Kinesthetic learning preferences. 97 students were surveyed representing a response rate of 22.6%. Student performance was assessed by examining scores on a subset of questions related to design visualization on the final examination for the course. Data analysis involved examining the correlation between learning style and self-efficacy, and scores on final examination for each of the three course modality groups. Findings from this study include higher performance for Kinesthetic learners assigned a simulation-based project and low performance for Read/Write learners with a prototyping project. This study supports the hypothesis that student performance may depend on learning preferences coupled with design project modality.

Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores

IntroductionAs a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigm of surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. MethodsThe Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital–based program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. ResultsTwenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a single-modality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles accurately 41% of the time; more experienced faculty were better than less experienced ones (R2 = 0.703, P = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). ConclusionsMost general surgery residents have a multimodal learning preference. Faculty members are relatively inaccurate at identifying residents' preferred learning styles; however, there is a strong correlation between years of faculty experience and accuracy. Chief residents are more accurate than junior residents at learning style identification. Higher mean ABSITE scores may be a reflection of a dominant read/write learning style.

Assessment outcome is weakly correlated with lecture attendance: influence of learning style and use of alternative materials

The relation between lecture attendance and learning is surprisingly weak, and the role of learning styles in this is poorly understood. We hypothesized that 1) academic performance is related to lecture attendance and 2) learning style influences lecture attendance and, consequently, affects performance. We also speculated that the availability of alternative resources would affect this relationship. Second-year Bachelor of Science physiology students (n = 120) self-reported their lecture attendance in a block of 21 lectures (attendance not compulsory) and use of alternative resources. Overall self-reported lecture attendance was 73 ± 2%. Female students (n = 71) attended more lectures (16.4 ± 0.6) than male students (14.3 ± 0.08, n = 49) and achieved a higher composite mark in all assessments (73.6% vs. 69.3%, P < 0.02). Marks in the final exam were not statistically different between the sexes and correlated only weakly with lecture attendance (r = 0.29, n = 49, P < 0.04 for male students; r = 0.10, n = 71, P = not significant for female students; and r =0.21, n = 120, P < 0.02 for the whole class). Of the students who passed the exam, poor attenders (<11 lectures) reported significantly more use of lecture recordings (37 ± 8%, n = 15, vs. 10 ± 1%, n = 85, P < 0.001). In a VARK learning style assessment (where V is visual, A is auditory, R is reading/writing, and K is kinesthetic), students were multimodal, although female students had a slightly higher average percentage of the R learning style (preferred read/write) compared with male students (28.9 ± 0.9%, n = 63, vs. 25.3 ± 1.3%, n = 32, P < 0.03). Lecture attendance was not correlated with measured learning style. We concluded that lecture attendance is only weakly correlated with academic performance and is not related to learning style. The substitution of alternative materials for lecture attendance appears to have a greater role than learning style in determining academic outcomes.

Using Online Instruments to Assess Learning Styles of Health Professions Students: A Pilot Study

Understanding their own learning styles can assist students as they relate to one another and ultimately to their future clients. Purpose: The purpose of this study was to describe the preferred learning and personality styles of a convenience sample of Central Michigan University students enrolled in the following health-related professions: Athletic Training, Communication Disorders, Social Work, and Physician Assistant. Method: Students completed two self-administered online instruments used to measure learning styles, the VARK and the online version of the Keirsey Temperament Sorter II (KTS-II). Associations between VARK learning style scores and the online Keirsey Temperament Sorter II results were also examined. Results: Seventy-four percent of the students scored as Guardians (Sensing-Judging) based on the online KTS-II report and 62% were multimodal learners on the online version of the VARK. Conclusion: This study confirmed previous findings that Guardian is the preferred temperament type on the MBTI/KTS-II for health professions students. Average scores on the VARK and the Keirsey did not differ between the various health-related disciplines; however, students scoring as Idealists (Intuition/Feeling) on the Keirsey had significantly higher Aural scores on the VARK when compared to those with Guardian temperaments. There was no significant difference found between Keirsey groups and how they scored on Vark-V (Visual), R/W (Read/Write), or K (Kinesthetic) learning style dimensions.

Impact of a multimedia laboratory manual: Investigating the influence of student learning styles on laboratory preparation and performance over one semester

The impact of using a multimedia laboratory manual on preparation, learning, satisfaction and performance in a mass and energy balance laboratory within a mixed discipline student cohort (Engineering, Science And Technology) at the University of Auckland was examined with respect to matching teaching styles with student learning styles over one semester. Learning styles were measured by both the Felder–Silverman–Soloman Index of Learning styles and VARK learning styles instruments. The multimedia manual was beneficial to the learning styles of the students’ surveyed, as they were mainly sensing, sequential, reflective, visual and read/write learners. The surveyed Auckland Engineering students were more reflective learners than overseas cohorts, possibly due to differences in culture and/or pre-university teaching styles. Feedback survey and focus group results suggest teaching and learning benefits that indicate that multimedia manuals should be used in all laboratory courses. This is because student preparation, satisfaction and learning was enhanced, with students more easily performing laboratory tasks and producing laboratory reports demonstrating increased global understanding. This was directly attributable to the multimedia manual matching teaching styles to a wider range of learning styles than the paper manual.

Adaptable, personalised e‐learning incorporating learning styles

PurposeThe purpose of this paper is to discuss how learning styles and theories are currently used within personalised adaptable e‐learning adaptive systems. This paper then aims to describe the e‐learning platform iLearn and how this platform is designed to incorporate learning styles as part of the personalisation offered by the system.Design/methodology/approachThe paper discusses how learning styles and theories are currently being used within the area of adaptive e‐learning and describes current research within this area. This paper then gives an overview of the iLearn project and describes how iLearn is using the VARK learning style to enhance the platform's personalisation and adaptability for the learner. This research also describes the system's design and how the learning style is incorporated into the system design and semantic framework within the learner's profile.FindingsThe findings describe how the final implemented iLearn platform intends to address the issues found with the limited personalisation within common learning management systems and intends to provide the learner with a personalised learning experience.Originality/valueAdaptability and personalisation are large research areas, however, many limitations have been found during the current research. This research project, therefore adds value to this by proposing a system which will address the current personalisation limitations.

Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models

The authors examined the dimensionality of the VARK learning styles inventory. The VARK measures four perceptual preferences: visual (V), aural (A), read/write (R), and kinesthetic (K). VARK questions can be viewed as testlets because respondents can select multiple items within a question. The correlations between items within testlets are a type of method effect. Four multitrait—multimethod confirmatory factor analysis models were compared to evaluate the dimensionality of the VARK. The correlated trait—correlated method model had the best fit to the VARK scores. The estimated reliability coefficients were adequate. The study found preliminary support for the validity of the VARK scores. Potential problems related to item wording and the scale’s scoring algorithm were identified, and cautions with respect to using the VARK with research were raised.

The influence of emotional intelligence and learning style on student's academic achievement

This study explores the influence of emotional intelligence and learning styles on academic achievement of University Technology Mara Sarawak students. A sample size of 500 students at the diploma and bachelor level was selected for the study. The total number of usable questionnaires returned was 389 which gave a response rate of 78 %. Emotional Intelligence Questionnaire (EIQ), an adapted version of the Self-Report Emotional Intelligence Test (SREIT) developed by Schutte et.al (1998), was used in this study to measure emotional intelligence. The learning styles were measured using Learning Style Questionnaire (LSQ) which comprised adapted items from the 'VARK Learning Styles Inventory' developed by Neil Fleming (1987). The findings showed significant positive relationship between emotional intelligence and academic achievement and also between learning styles and academic achievement. The level of emotional intelligence of the students was found to be moderate and no dominant learning style was found amongst the students. The study concluded that emotional intelligence and learning styles have a positive impact on students' academic achievement.

Cultural Differences In Learning And Implications For Distance Delivery Of Educational Programmes To Developing Nations: A Case Study In Fiji

Shanahan (2006) found that to be effective the delivery of distance learning programmes to developing nations had to overcome certain constraints, such as cultural constrictions (i.e., issues of language), tradition-based limitations (i.e., paternalistic and hierarchical structures), an inherited past (colonialism), and poor infrastructure (particularly in relation to telecommunications). It was argued that all of these obstacles needed to be managed and sufficiently overcome if distance delivery was to be of any utility. This study builds upon this research to include possible differences in learning styles across cultures that may influence the functionality of web-based distance learning programmes. Fiji was chosen as a useful case study as this country has a population that is almost evenly split between two cultures: indigenous Fijians and people of Indian ancestry who were born in Fiji. These people were submitted to the same integrated educational systems, governmental processes, economic constraints, and social norms and laws. Participants in this study completed the Lincoln VARK Learning Styles Questionnaire[1] and comparisons were made between learning styles and by ethnicity, age, computer access, and job position. Results indicated no significant difference in learning styles between cultures, but significant differences between learning styles across the total sample were evident. The results suggest learning differences need to be taken into account if maximum outcomes are to be achieved from web-based distance learning programmes. Such a finding has ramifications for educational institutions offering distance learning curriculums as the poor completion rates may partly be a function of not moderating such programmes to cater to the differences in learning styles. It is simply not a totalitarian process. [1] Copyright Version 7.0 (2006) held by Neil D. Fleming, Christchurch, New Zealand and Charles C. Bonwell, Green Mountain Falls, Colorado 80819 U.S.A

Learning Styles of ESL Students in Community Colleges

This study investigated the learning styles of adult English as a second language (ESL) students in Northwest Arkansas. Learning style differences by age, gender, and country of origin were explored. A total of 69 northwest Arkansas adult ESL students attending 7 adult-education centers were administered the VARK Learning Styles Questionnaire. Most participants came from Mexico and El Salvador, their ages ranged from 23 to 45, and females were an average of 10 years older than males. Note taking was chosen by 1/3 of participants as their favorite learning style, 20% favored aural modes, 15% favored kinesthetic, 4% favored visual, and 15% chose combinations of learning styles. Females chose auditory and multimodal learning styles, while males favored note taking. Students differed by level of English proficiency, beginning-intermediate favoring aural learning styles more than advanced students. ANOVA results indicated that participants were significantly less visual and more read-write than either aural or kinesthetic, but males and females differed significantly in their choice of aural learning. Hispanic males chose note taking and kinesthetic learning styles significantly more than visual or auditory modes of learning. Hispanic females chose note taking, aural, and kinesthetic learning styles significantly more than visual. Asian males favored note taking and aural learning. Correlation was found between age and learning styles with subgroups exhibiting a negative correlation between age and kinesthetic learning, with Mexican males and females exhibiting the strongest negative correlation. Males showed a low positive correlation between age and note taking.