VARK Model Research Articles

THE DEVELOPMENT OF E-COMICS MEDIA BASED ON THE VARK MODEL TO MEASURE THE UNDERSTANDING OF ELEMENTARY SCHOOL STUDENTS

The purpose of this research is to develop digital-based thematic learning media, namely e-comics media for elementary school students. E-comics will be developed with the VARK (Visual, Auditory, Reading, Kinesthetic) learning model which displays illustrated stories with sound reflections and is related to students' reading and kinesthetic activities in using the media. Develop digital-based thematic learning media, namely e-comics media for elementary school students. E-comics will be developed with the VARK (Visual, Auditory, Reading, Kinesthetic) learning model which displays illustrated stories with sound reflections and is related to students' reading and kinesthetic activities in using the media. The e-comics media will discuss ethnic diversity material for fourth grade elementary school students. The results of the validity test above, conclude that the average e-comics media based on the vark model is 96%, which means that the media is valid. The application of media at SD Muhamammadiyah Lamongan resulted in an increase in cycles 1 and 2, so e-comic learning media could increase students' understanding. The response results of using e-comics media based on the vark model were easy to apply by teachers and students at partner schools of PGSD UM Lamongan.

Identification of preferred learning styles as per VARK model in the undergraduate medical students

Background: Four sensory modalities of learning styles have been defined: Visual (V), auditory (A), read-write (R), and kinesthetic-(K) (acronym VARK). Any learner can be unimodal (i.e., using only one learning style) or may have more modalities mixed. Irrespective of strength (mild/strong), as many as 17 sets of VARK permutation combinations can be there. Aims and Objectives: The aims of this study were to identify and analyze the learning styles of Indian medical undergraduates and analyze an association with gender or year of professional course, if any. Materials and Methods: A cross-sectional study was conducted. Permission to use standardized VARK questionnaire (version 8.1) from the author, ethical approval from the institution, and informed consent from the volunteering students were obtained. The questionnaire consisted of 16 questions. To leave, a question unanswered or to tick multiple choices for any one question was allowed. Total 376 students (of 1st, 2nd, and 3rd phase MBBS) participated. Results: (1). Unimodal style of leaning was the commonest (2). Compared to VARK1, VARK2 was the more preferred (3). A gradual increase in opting multi-modal learning style was observed as students pass to successive higher phases. (4). Gender did not alter the unimodal or mutlimodal learning preference significantly. (5). VARK1 was more preferred in male students, while VARK2 was more preferred in female students. Conclusion: Most of the students used unimodal style for leaning – though the preference proportion for unimodal learning decreased on successive passage to higher Phases. VARK2 was preferred over VARK1 among tetramodal learners.

Analyzing the VARK Model of Pre - Service Teachers PCK of Learning

The style of learning refers to the way an individual gains and applies creativity to acquire skills or knowledge. Teachers are accountable for delivering high-quality instruction. As a result, teachers must be able to create an engaging learning environment that draws students' attention to the material being taught. This study will explore the advantages of the VARK (Visual, Aural, Reading or Writing, and Kinesthetic) paradigm as a very effective learning approach. The study's purpose was to investigate whether there is a significant correlation between learning preferences of first-year undergraduate pre-service teachers using the VARK model and their age and programme of study. The population of the participants is 219 students in the B. Ed programme in St. Teresa’s College of Education in Ghana. The purposive sampling was used to select participants for the study however, only 176 of them conveniently responded to the questionnaire. Of these 39 were Early Childhood Education (ECE) students, 116 Primary Education (PE) students and 21 Home Economics (HE) students. The VARK Questionnaire (Version 8.01) was adopted and used for data collection. Descriptively, it was noted that 22(12.5%) of the participants prefer Visual learning only, and 37(21.0%), 19(10.8%) prefer Aural, Reading/Writing and Kinesthetic learning only respectively. Meanwhile, some participants indicated that they prefer learning in more than one of the models, thus 30(25.6%) 13(7.4) and 10(5.7) prefer learning in Bimodal, Trimodal Quadrimodal respectively. Principal Component Analysis (PCA) with varimax rotation was conducted to assess the underlying structure for the 16 items of the VARK learning model. Analysis of Variance (ANOVA) of the main effect of age and programme of study on the VARK learning model of the pre – service teachers were assed. It was found that there is statistically significance difference between the mean scores of the pre – service teachers in the age brackets of 18-23 and 24-29 years of the study (F1, 174 =.001, p < .05). There was a statistically significant difference between programmes of study as determined by one-way ANOVA (F (2,173) = 8.457, p = .001). A Tukey post hoc test revealed that using the VARK learning model there was statistically significantly difference between PE (3.09 ± 1.5, p = .001) and ECE pre – service teachers (4.15 ± 1.7, p = .001) but not PE and HE pre – service teachers (3.75 ± 1.05, p = .301) programmes of study. Again, there was no statistically significant difference between the ECE and HE programme of study (p = .646). It is therefore, recommended teachers should vary their lessons to meet the needs and learning styles of all learnings by the VARK instructional tools or resources. Keywords: VARK, Model, Pre-service teachers, Professional Content Knowledge, St. Teresa’s College of Education

Using VARK Model Learning Style in an Online Module of Laudato Si: An Action Research

This action research sought to determine the effectiveness of the VARK Model Learning Style and its impact on participants’ achievement in an online Laudato Si module in Cagayan de Oro’s Archdiocese Catechetical Ministry. Using diagnostic and achievement test results, the researcher determined if this method improved learning performance. The data was categorized, tabulated, and analyzed using the mean, standard deviation, and t-test. Mean and standard deviation were used to compare control and experimental groups, and the t-test was used to compare pretest and posttest scores. Both groups improved after completing the online module. As a result, the experimental group outperformed the control group. The control group’s pre- and post-tests differ significantly. Mean and standard deviation differed significantly for the experimental group. Although, the differences in scores between the control and experimental groups are not statistically significant. Identifying their learning style aided the experimental group in comprehending the module that appeared in the data. Overall, VARK Model Learning Style participants improved. The experimental group performed better the control.

Learning styles and Technology Livelihood Education (TLE) Competency Assessment of Junior High School Students: Input for a Competency-Based Program

The changing educational landscape and the vision of Education 4.0 have pushed curricular reforms in the Philippines. The K—12 Program was implemented to enhance the quality of education to uplift the Filipino learners' full potential, promoting equitable, culturally based skills and competency-based learning. With the recent educational developments, various modalities are essential to acquire the necessary competencies among learners. Specifically, the Technology Livelihood Education (TLE) under TechVoc is critical as it provides skilled courses to students in grades 7 to 12. Its ultimate goal is to train young individuals and help them gain the competencies and employability skills they need to qualify them to apply and work in local industries and other countries. Therefore, the researcher employed a descriptive correlational design to assess the competency of 50 Junior High School Students in Eulogio Rodriguez Vocational High School (ERVHS) with their learning styles. Results revealed that all of the respondents were competent and that no significant relationship exists between the respondents learning style and TLE competency. The post-structuralism theory implies that several factors must be considered, particularly students as learning agents. Moreover, the findings also critiqued the VARK model as an opportunity for future discourses on learning styles. Results geared at enhancing the least acquired competencies of students and input to the TLE intervention program.

The effect of the comprehensive learning method according to the VARK model in developing learning motivation and learning a number of types of basketball passing

The current research aims to reveal: 1.The effect of the comprehensive method according to the vark model and the method used in developing learning motivation and learning the skills of shooting from stability and peace in basketball. 2.The effect of the comprehensive method according to the vark model and the method used in learning a number of types of basketball passing 3.The comparison between the two groups, the control and the experimental, in the post-tests in developing learning motivation and learning a number of types of basketball passing. The researchers used the experimental method for its relevance to the nature of the research problem, as the research sample consisted of (24) students from the second academic year in the Department of Physical Education and Sports Sciences - College of Basic Education - University of Mosul for the academic year (2020-2021) and they were distributed into two groups (group (control and experimental) and through a random lottery, the educational methods were distributed to the two research groups. Two educational plans have been developed for the two groups, and the program includes (16) educational units, the duration of one unit is (90). The researchers used the following statistical methods: (percentage, arithmetic mean, standard deviation, simple correlation coefficient (Pearson), skew coefficient, (T-test) to indicate the differences between the means of the related samples, the (T-test) to indicate the differences between the means of the samples. Unrelated (independent). The researchers reached the following conclusions: 1.Prove the effectiveness of using the adopted and comprehensive method in developing learning motivation among the current study sample. 2.Both my adopted and comprehensive methods achieved learning a number of types of basketball passing.

Preference of English Language Education Students of Learning Styles

Students bring their own unique characteristics during the learning process in the class. They have different ways of following the learning process itself. This way can be called preference or style. They will use the style that matches and help them in comprehending the learning material during the learning process. There is known that students' learning styles are divided into many kinds according to some experts. Therefore, this study aimed at investigating the prominent styles of EFL students using VARK Model by Neil Fleming. To gather the data, the study used a descriptive study with a survey. The participant in this study come from 20 English Language Education of Ganesha University students from the 7th semester. This study revealed that the prominent of students' learning preferences came from Multimodal style which were the combination between reading/write (R) and kinestheticstyle learners. Students who are learning with a read/write style like to demand information in the form of words or text. They like to read and taking notes while learning. Some visual-real aids like graphs, diagrams, etc., helped them a lot while learning. Meanwhile, for students with kinesthetic learning style, they tend to have a hands-on interaction for it is essential to them. The greatest ways for kinesthetic learners to learn is they like to directly do a physical touch while learning and like doing some authentic activity like practical exercises, trial and error activities, and solving some case studies.

Evaluation of preferred learning styles among undergraduate students of Government Medical College, Jammu

Background: A person’s preferred method of collecting, processing, interpreting, and organizing knowledge is referred to as their “learning style” and several models exist to assess one’s preferred learning style. The VARK model that encompasses four sensory modalities, namely, Visual (V), Auditory (A), Read/Write (R), and Kinesthetic (K) provides students with insight into their preferred forms of sensory information perception. Aims and Objectives: The aim of the study was (1) to evaluate the learning styles of medical undergraduates, and (2) to determine the gender-specific relationship between learning style and academic performance. Materials and Methods: A cross-sectional study was carried out for duration of three months, covering 200 MBBS students (males and females both) from all phases of the MBBS. The VARK self-administered structured questionnaire, version 7.8, was distributed among students and their response collected. Results: About 53% of pupils in the current study utilized multimodal learning, while 47% utilized unimodal knowledge. Kinesthetic approach was the most prevalent unimodal approach (22%), followed by auditory (21%). Bimodal was the most common multimodal strategy, accounting for 31% of all multimodal techniques (Audio and kinesthetic together). About 1% were tetramodal (visual, aural, read/write, and kinesthetic), and 21% were trimodal (auditory, read/write, and kinesthetic). There was no statistically significant correlation between gender and learning styles. Conclusion: VARK is a useful tool to collect information about different learning styles. It makes the student as well as the educator aware about different learning style preferences. Moreover, it is better if students in a teaching medical institute are made aware of their preferred learning style.

تحليل محتوى كتاب الكيمياء للصف السادس العلمي على وفق انماط التعلم في نموذج فارك ومقترحات تطويره

The study was conducted in Iraq / Babil Governorate, and it aims to analyze the chemistry textbook for the scientific / biological sixth grade according to the learning patterns in the VARK model with the presentation of development proposals, and to achieve the goal of the research, the researchers prepared a list of learning styles in the VARK model in its initial form, and it was presented to a group of arbitrators in Chemistry science and methods of teaching it, and thus the list was formed in its final form (4) main patterns, which are: (visual learning style, auditory learning style, kinesthetic learning style, reading / written learning style), which branched out Of which (43) are subtypes, then the researchers analyzed the chemistry textbook for the sixth grade scientific / biological for the academic year (2020-2021 AD) based on the list that was prepared and the idea was approved as a unit for recording and repetition and a unit for enumeration, and the stability of the analysis was calculated with external analysts, and with researchers to achieve the goal Second, the researchers relied on the results of the first goal and development proposals were presented, as well as presented to a group of experts and specialists in the field of chemistry and methods of teaching it to ensure the safety and validity of the proposed scientific material, and the researchers adopted some statistical means, including: Cooper’s equation and the ki square equation, and the results were shown using Statistical Portfolio (SPSS) and (Microsoft Excel) program in addition to the frequencies and percentage as follows: 1. The reading / writing style of learning got the highest rate of 49.88%, while the motor learning style got the lowest rate of 3.26% . 2. In light of the results of the research, development proposals were submitted that include adding practical scientific experiments that explain the material in an easier way, as well as adding audio or video clips to develop students' senses, and using data show to illustrate pictures and smart boards . In light of the results of the research, the researchers recommended the necessity of directing the curriculum planners to the importance of learning styles and the necessity to include them in the chemistry textbook for the scientific / biological sixth grade, as it is an important stage that prepares students for the university stage and working life. To complete this study , the VARK model.

Preferred Learning Style of Students of Nangkor Central School, Bhutan

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.

Investigating Kurdish EFL Students’ Learning Styles at University Level

The present study aims at investigating the students’ learning styles in EFL classes at university level. Being aware of the students’ preferences and feedback concerning the way teachers teach and run their classes is important to ensure the success of the process of teaching and learning. Neglecting the students’ feedback and preferences in the class might affect the process of teaching and learning negatively. To avoid such a problem, the present study equips the teachers with a way to deal with different learning environments and class diversity. To achieve the aims of the study, a questionnaire of 20 items on the different learning preferences was designed by the researcher to collect data from 40 EFL seniors (23 males and 17 females) at University of Zakho during the academic year 2020-2021.The items included in the questionnaire are based on Fleming’s (2006) VARK model of learning styles with adaptation. VARK is an acronym referring to the four types of learners: Visual, Aural, Read and Write, and Kinesthetic. The data collected were analyzed using SPSS Software version 22 through One-Sample T-Test and Independent-Paired Samples T-Test. The results show that the students prefer using the board and taking notes during the lecture and dislike attending online lectures via Zoom and Google Meet platforms. They also do not prefer recorded PowerPoint lectures uploaded to the Moodle. This is an indication that locking universities and adopting a blended system of teaching due to Covid-19 has affected the process of teaching as well as learning negatively. This study can be considered as a road map for EFL teachers when launching teaching any module since it takes into consideration what the students are interested in, namely class diversity and students’ preferences.

Assessment of learning style preferences in undergraduate medical students using VARK scale study

Background: Learning is complex involving many aspects, teacher playing main role of information provider, teaching-learning methods, strategies, and media and feedback. Different learning styles have been described and investigated. Aim and Objective: This study aims to identify learning style using VARK model in students of I to IV professional year MBBS and to know relationship between learning styles and academic performance. Materials and Methods: A cross-sectional investigation was led in an administration, among all students of MBBS students using VARK survey to know learning style inclinations. The relationship of learning style inclination and scholarly accomplishment was assessed. The mean score for every part was determined and learning style was contrasted and scholarly execution of the first MBBS students. Results: Majority of the students incline toward unimodal style (40.8%), in that most ideally kinesthetic (31.2%), the relationship between preferred learning style and academic accomplishments is not significant. Conclusion: The most favored learning style is unimodal (kinesthetic), but relationship between preferred learning style and academic accomplishments of the students cannot be proved.

Learning Styles and Preferred Learning Modalities in the New Normal

Learning is a never-ending process, and a process is an event that leads to a specific outcome. Understanding will not be accomplished if challenges will cause the learning process to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in learning that is personalized to the learner’s needs. The mismatch will grow as a result of the ineffective use of approaches, techniques, and tactics with the learners. Successful teaching and student learning can be achieved by recognizing the learner’s style and preferred learning modalities. Each student has his or her own learning style and preferences. Some people discover their dominant learning style, while others use various learning styles in different circumstances. It contradicts Kolb’s learning style theory which claims that people are born with a preference for a particular learning style. The study relied on Neil Fleming’s VARK model of learning. This model emphasizes that students have different “preferred learning modes,” or ways of processing information. The acronym VARK stands for Visual, Auditory, Reading/Writing Choice, and Kinesthetic learning styles. During the first semester of the Academic Year 2020-2021, this study sought to ascertain the various learning styles (visual, auditory, read/write, and kinesthetic) and preferred learning modalities of second-year college students. Via the use of “Google Forms,” the students completed a personalized questionnaire focused on Fleming’s VARK Learning Styles and preferred learning modalities. The results of the responses were downloaded in spreadsheet format from Google Forms. A total of 199 students served as respondents to the survey. The vast majority are “visual and read/write.” The self-learning package (hardcopy of modules) and the teachers’ PowerPoint presentations are the chosen learning modalities. Students’ learning styles and preferred learning modalities are closely linked, but there are no substantial differences when classified by sex and area or major of specialization. It is recommended that teachers use the Fleming learning styles instrument at the beginning of the class to gain a solid understanding of what to teach and how to treat their students in terms of pedagogies in order to keep students involved in the teaching and learning activities. Furthermore, since the pandemic is still widespread across the world, face-to-face communication is forbidden. Teachers and students must adapt to the New Normal’s demands, despite the fact that it comes with financial constraints. School administrators must provide the necessary equipment so that teachers can deliver quality instruction in an effective and efficient manner.

Learning styles of Zahedan dental students by using the VARK model in 2019-2020

Background: A learning style is a unique way of acquiring knowledge and skills obtained through study and experience. It is one of the most effective factors in learning, as well as the most important goal of an educational system. This study aimed to analyze the learning style of Zahedan general dentistry students in 2019-2020. Methods: In this descriptive-analytical cross-sectional study, the research population included all dentistry students of Zahedan University of Medical Sciences who were selected by using the enumeration method. The VARK Questionnaire was employed to collect data and the results were then analyzed through the chi-square and ANOVA test in SPSS 23. (P < 0.05 was considered significant) Results: Eighty-two percent of the students were unimodal learners and the aural style with a frequency of %43.32 was the preferred method among participants. Regarding the multimodal approaches, aural-read/write style with a frequency of %6.8 was the most common method. The results showed no significant relationships between the test variables and the learning style (p ≥0.05). Conclusion: According to the results of the present research, the unimodal style was the most common learning style. In addition, the aural style was the most preferred learning style. None of the studied variables, even the educational stage, had any effects on the preferred learning style. Finally, the aural style was identified as the preferred learning style in all groups.

Is concept mapping favourable for undergraduates with different learning styles?

Background and objective: Concept mapping is a powerful metacognition and visual learning tool. However, human beings are born to understand and perceive the world using five basic senses. According to Neil Fleming’s VARK model, there are five different types of sensory modality groups which include visual, auditory, read/write, kinaesthetic and mixed modality. Therefore, this study aimed to investigate the effects of CM on students’ overall academic performance among visual, auditory, read/write, kinaesthetic and multi-modal dominant learners.Methods: This was a cross-sectional quantitative research study. The participants were nursing undergraduates in a private higher education institute and enrolled in the same course offered in the spring and summer semesters. At the beginning of the semester, the VARK questionnaire version 7.8 was used to identify students’ sensory modality groups. Concept mapping was adopted for teaching the course. After the semester, students’ overall academic performance was used to compare the differences between different sensory modality groups.Results: The mean grades of the spring students were: visual (M = 80.80, SD = 7.30), aural (M = 81.49, SD = 4.19), read/write (M = 81.16, SD = 8.69), kinaesthetic (M = 78.27, SD = 7.56) and multimodal (M = 79.56, SD = 7.65). The means grade of summer students were: visual (M = 74.68, SD = 8.59), aural (M = 78.79, SD = 9.38), read/write (M = 74.89, SD = 3.87), kinaesthetic (M = 77.10, SD = 9.69) and multimodal (M = 75.96, SD = 9.74). After comparing the average grades between different sensory modality groups in both spring and summer semesters using One-way ANOVA testing, there were no statistically significant differences found.Conclusions: The results of this study show that teaching with animated CM in PowerPoints and co-construction of CM seems to be applicable to learners with different sensory modality groups.

LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS

Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students' preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students´ learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject. Keywords: learning style, VARK model, deep problem-based learning style, Czech tertiary education, subject Marketing.

Learning Styles of Czech College and University Students in Accounting Education

Learning styles represent an important factor influencing the quality of the teaching process. Therefore, the research focuses on examining the preferred learning styles in Accounting at Czech colleges and universities. A total of 132 students of two higher education institutions participated in the study. The questions have been worded in such a way as to determine the style of learning and also whether the students are aware of their sensory preferences. The model was based on the VARK model and on a motivation and intent-oriented learning styles. A Chi-Square Test of Independence was applied for verification purposes. A surface approach to learning prevails in the Accounting subject. The second most common approach is deep learning. In terms of the VARK model, the visual and auditory learning styles are the least frequent. The choice of learning style in Accounting education is influenced by the college/ university Accounting teacher who promotes the surface learning style, the work placement mentor who encourages deep learning, and also by gender, with women preferring surface learning and men the deep learning approach. Other factors (school specialisation, previous experience with the subject gained at secondary school and during work placement, secondary school Accounting teacher, difficulty of the subject at the higher education institution, direct contact with the college/ university teacher, professional interest in the subject) do not significantly influence the style of learning. This research has underlined the necessity of determining students' preferences of learning styles in Accounting education, which will allow for further improvement in teaching.

Education 4.0: The Effectiveness of VARK Learning Style towards Actualising Industrial Revolution 4.0

While Industrial Revolution 4.0 is a name given to the current trend of automation and data exchange in manufacturing technologies which includes cyber-physical systems, the internet, cloud computing and cognitive computing, Education 4.0 is a response to the needs of it where human and technology are coordinating together to empower new opportunities. This article examines the parties affected by Industrial Revolution 4.0 in relation to preparation needed for them to survive, with reference to Malaysia perspective. Moving forward, this article analyses whether VARK learning style is an appropriate model to measure skills and competencies of learners in an effort to match of what Industrial Revolution 4.0 has to offer. This qualitative research utilizes secondary data gained from scientific database analysis and library research including documents on Industrial Revolution 4.0, Education 4.0 &amp; VARK model. These data were analysed. The study reveals that employees &amp; administrators, generation z as well as educators are relevant learners in the preparation of Industrial Revolution 4.0. Further, VARK learning style is proven ineffective due to imperfect research on such model, combined with the hurdles to implement it in real-life situation and subject to mistakes and oversights in their judgement. This article concludes by stressing the need for policymaker to explore new teaching strategies and evaluate their effectiveness to ensure the learners are prepared to embrace changes and reduce a potential threat of technological unemployment.

VARK Learning Style Classification Using Decision Tree with Physiological Signals

Learning style is deemed crucial for different types of age groups. It is essential, especially for individual learning achievement. Learning is a part of cognitive processes affecting the human central nervous system, which can be monitored by using the physiological signals. In this study, physiological signals thus are proposed as key attributes for the classification of learning styles to avoid biased data from completing the questionnaire and promote the real-time response in the classroom environment. More specifically, heart rate and blood pressure signals are chosen for this study. Following the VARK model, the physiological signals of learners are classified with the decision tree into four different types, including visual, aural, read and write, and kinesthetic learners. There are 40 primary school children and 30 university students involved in the whole study. The results show that the proposed factors obtain 85% and 90% classification accuracy for children and university students, respectively. Both heart rate and blood pressure are thus reasonably impacted as the classification attributes.

Psychological Factors Affecting on Performance in Speaking Skill

The aim of this research paper is to evaluate performance during styles of simple perspective sensible learning due to VARK model which identifies four primary types of learners: visual, auditory, reading/writing, and kinesthetic. The study sample consists of (140 teachers of both sexes) who are distributed according to the school kind (for boys or for girls) and location, for elementary schools. The research paper is descriptive, the paper tool is a form of 25 teaching skills of learning styles. The statistic means are used in the centigrade scale, weighted average and Pearson Correlation Coefficient (PCC). The study has concluded results like visual and auditory control because of getting the highest degrees in the statistic means.