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Tabatabei, Ezzat. "Innovative, creative VARK learning styles improvement strategies." Global Journal of Foreign Language Teaching 8, no. 3 (August 30, 2018): 87–93. http://dx.doi.org/10.18844/gjflt.v8i3.539.
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Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning.
Key words: learning styles VARK; self-disclosure; deeper learning; learning style
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Tabatabei, Ezzat, and Mina Ghazi Joolaee. "Learning style preferences of Persian learners: Case Study of Arabic speakers." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 52–58. http://dx.doi.org/10.18844/gjflt.v7i1.538.
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Learning styles refer to the strategies and processes that facilitate learning and understanding the concepts. So, teachers can incorporate their learning styles in their curriculum activities. It also, will help students to be more attracted to learning session and instantly give attention to the session undertaken by the teachers. The purpose of the experiment is to ascertain the learning styles of learners using the VARK questionnaire. This study is an analysis of learning style for 100 Iraqi and Syrian Persian learners completed a VARK questionnaire to determine if their learning styles are auditory, reading/writing, visual or kinesthetic. Out of 100 participants who responded the questionnaire, their preferred learning style was visual by 12 percentages, 16 auditory, 13 Reading/writing and 20 kinesthetic. According to data analyze, we provide implications for improving learning process. Keywords: Learning styles VARK; Visual; Aural; Reading/writing; Kinesthetic; Arabic Persian learners
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Kamal, Izdihar, Muhammad Khalis Abdul Karim, Mohd Mustafa Awang Kechik, Xinni Ni, and Hairil Rashmizal Abdul Razak. "Evaluation of healthcare science student learning styles based VARK analysis technique." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 255. http://dx.doi.org/10.11591/ijere.v10i1.20718.
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<span>This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.</span>
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Drago, William A., and Richard J. Wagner. "Vark preferred learning styles and online education." Management Research News 27, no. 7 (July 2004): 1–13. http://dx.doi.org/10.1108/01409170410784211.
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Marlinda, Linda, Dwiki Saputra, and Wahyu Indrarti. "Expert System Identification Of Learning Patterns The VARK Method." SinkrOn 3, no. 2 (March 18, 2019): 205. http://dx.doi.org/10.33395/sinkron.v3i2.10091.
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Nowadays computers have been widely used by many people, both parents, children, and adolescents. Basically, they only follow technological progress. And it eventually led to progress in the field of science. On the other hand, the background of the need for the seriousness of parents in knowing the pattern of their children's learning style is the amount of potential free time that is not well utilized by children in the learning process. Plus the number of parents who do not support children in developing their own mindset. Or the learning atmosphere that is still not conducive. In line with the advancement of technology and science, parents should be able to easily find out the right pattern of children's learning styles, to make it easier for their children to develop their mindset and imagination in the world of learning. And one of them can be by using an expert system. The expert system for identifying patterns of children's learning styles is an expert system designed as a tool for parents to identify patterns of children's learning styles with a dynamic knowledge base. This knowledge is obtained from various sources, including research carried out by experts in their fields and books related to learning styles. The knowledge base is arranged in such a way into logic with several provisions including the vark method (visual, auditory, read, kinesthetic), in order to facilitate system performance in making conclusions. Drawing conclusions in this expert system use the certainty factor method. This expert system will display several questions as indicators of the characteristics of the child's learning style that are felt, then later arrive at the final question. In the final result, the expert system will display the types of characteristics of the child's learning style.
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Ahsan, Amna, Nabila Talat, and Saira Fayyaz. "Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 24–30. http://dx.doi.org/10.53708/hpej.v3i1.99.
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Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students.
Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates.
Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore.
Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively.
Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R).
Keywords: Learning styles, VARK, Postgraduate residents
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Wan Shahidan, Wan Nurshazelin, Nur Rusmawati Ishak, and Siti Nor Nadrah Muhamad. "Learning Styles Preferences Using Fuzzy Logic System." Journal of Computing Research and Innovation 6, no. 1 (March 14, 2021): 54–66. http://dx.doi.org/10.24191/jcrinn.v6i1.171.
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Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.
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Sania Nasir, Dr. Shahid Hussain Mughal, and Amjad Ali Rind. "Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan." sjesr 4, no. 1 (March 6, 2021): 304–14. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(304-314).
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In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.
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RAPAPORT, Zofia, and Stefan COJOCARU. "ADAPTATION AND VALIDATION OF THE LEARNING STYLES QUESTIONNAIRE – VARK TO MIDWIFERY EDUCATION – ME-VARK." Social Research Reports 11, no. 3 (November 15, 2019): 108–23. http://dx.doi.org/10.33788/srr11.3.8.
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The research objective is to adapt and validate the VARK questionnaire on learning styles (Fleming, 2001, 2008) to the discipline of midwifery education in nursing – ME-VARK. The four major learning styles are: Visual, Auditory Read/write and Kinesthetic. From a sociological point of view, the working relationship between preceptor (midwife) and preceptee (student) contributes to the student's professional learning (self-efficacy in midwifery) and to the social formation of the students' identity as a midwifery practitioner. Therefore, matched learning styles between them are important for successful training, particularly in clinical practice. In order to construct the ME-VARK, following an in-depth literature review, and a documental analysis, a focus group and a Delphi procedure with in-depth literature review interviews were used to expose the subjective meanings of preceptorship relations as a social construct. Three expert-midwives that also were experienced preceptors participated in the focus group, and ten expert judges participated in six Delphi rounds (a total of 15 judgements). They were requested to propose items/responses relevant to midwifery education and then to validate the new ME-VARK. The results indicate that the chosen items are suitable to measure knowledge, competencies and learning styles in midwifery education. The adapted ME-VARK is relevant to midwifery education and encompasses the main labor stages, the central types of learning via preceptorship, and the essential topics in midwifery profession (exclusiveness). All items are relevant only to midwifery education (inclusiveness). The adapted ME-VARK was found to have all psychometric attributes: Content and construct validity, as well as face validity.
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Farman, Farman, Arbain Arbain, and Fitriyani Hali. "Learning Style Preferences Based on Class and Gender." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (April 18, 2021): 164–72. http://dx.doi.org/10.35445/alishlah.v13i1.368.
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This study aims to identify and describe students' learning style preferences in the mathematics education study program based on class and gender. This research is a type of quantitative research with a descriptive design that describes the percentage of learning style trends in mathematics education students based on class and gender and then draws conclusions on the percentage of learning style preference. The sample of this research was 44 students of the Mathematics Education study program at USN Kolaka. The instrument used in this study was a questionnaire containing 16 questions related to VARK learning styles (Visual, Auditorial, Read/Write, Kinesthetic). The VARK questionnaire instrument used is a standard questionnaire adapted from The VARK Questionnaire Version 7.1. The results showed that students’ learning styles had a multimodal preference(23% bimodal, 27% trimodal, 18% quadmodal).When viewed from class, class A and class B also have a multimodal preference where ARK is the most dominant preference for class A while class B's most dominant preferences are AK and VARK. In terms of gender, women had a multimodal preference (7% bimodal, 33% trimodal and 13% quadmodal) and men had a multimodal preference (31% bimodal, 24% trimodal and 21% quadmodal).
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Othman, Norasmah, and Mohd Hasril Amiruddin. "Different Perspectives of Learning Styles from VARK Model." Procedia - Social and Behavioral Sciences 7 (2010): 652–60. http://dx.doi.org/10.1016/j.sbspro.2010.10.088.
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Md Zain, Noor Nasyikin, Fazilah Tamsir, Noor Ayuernie Ibrahim, Halimi Poniran, and Amirul Syafiq Mohd Ghazali. "VARK LEARNING STYLES TOWARDS ACADEMIC PERFORMANCE AMONG STUDENTS OF PRIVATE UNIVERSITY IN SELANGOR." International Journal of Modern Trends in Social Sciences 2, no. 10 (December 12, 2019): 01–12. http://dx.doi.org/10.35631/ijmtss.210001.
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The objectives of this study are twofold: (a) to examine the influence of students’ learning styles on their academic performance; and (b) to identifies the preferred learning styles of students between high/low achievers, gender, and different clusters. By using VARK standard questionnaire, 433 undergraduate students from four faculties at the Private University in Selangor are used as observations for this study. The study finds that all students were unimodal learners and Kinesthetic (K) type of learning style is the learner type with the most number of students. High achievers are preferred Kinesthetic (K) learning style while Read/Write (R) learning style is more practiced by students with low achievement. Male students are more preferred Kinesthetic (K) learning style, but female students had a preference for Visual (V) learning style. Social science students are more preferred an Aural (A) as compared to the pure science students which are more preferred Read/Write (R) learning style. Further, this study confirms that Visual (V) and Kinesthetic (K) learning style preferences are positively and significantly influence students’ academic performance. This indicates that different subjects required different kinds of learning styles and instructions to optimally potentiate and benefit the students. This result is consistent with the “Meshing Hypothesis” which states that the learning outcomes could be highly achieved if learning was matched with a predominant learning style of the learner. This study gives a better representation of the current situation in the learning preferences among undergraduate students in Malaysia.
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Berková, Kateřina, Jana Borůvková, Dagmar Frendlovská, Pavel Krpálek, and David Melas. "LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS." Problems of Education in the 21st Century 78, no. 4 (August 5, 2020): 486–99. http://dx.doi.org/10.33225/pec/20.78.486.
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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.
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Amaniyan, Sara, Vahideh Pouyesh, Yousef Bashiri, Sherrill Snelgrove, and Mojtaba Vaismoradi. "Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial." SAGE Open Nursing 6 (January 2020): 237796082094055. http://dx.doi.org/10.1177/2377960820940550.
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Developing skills and knowledge in nursing education remains a considerable challenge. Nurse instructors need to be aware of students’ learning styles so as to meet students’ individual learning preferences and optimize knowledge and understanding. The aim of this study was to compare the effects of the conceptual map and the traditional lecture methods on students’ learning based on the VARK learning styles model. In this randomized controlled trial, 160 students from nursing, nurse anesthetics, and midwifery disciplines with four different learning styles of visual, auditory, reading/writing, and kinesthetic were selected using the convenience sampling method. Participants were randomly assigned to the intervention (conceptual map method) or control (traditional lecture method) groups. A medical-surgical nursing course was taught to the students in both groups over 6 weeks. Data collection tools consisted of the VARK questionnaire and pre- and postassessments. Data were analyzed using descriptive and inferential statistics via the SPSS software. Teaching using the conceptual map method had different effects on the students’ learning outcomes based on their learning styles. The conceptual map method had a statistically significant impact on the students’ learning in the intervention group compared with the control group in the students with a visual learning style ( p = .036). No statistically significant differences were reported between the groups in other three learning styles. Nurse instructors should assess students’ learning styles based on the VARK model before the application of a particular teaching method to improve the quality of nursing education and facilitate deeper learning.
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Bergsteiner, Harald, and Gayle C. Avery. "Theoretical Explanation For Success Of Deep-Level-Learning Study Tours." College Teaching Methods & Styles Journal (CTMS) 4, no. 1 (August 3, 2011): 29. http://dx.doi.org/10.19030/ctms.v4i1.5046.
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Study tours can help internationalize curricula and prepare students for global workplaces. We examine benefits of tours providing deep-level learning experiences rather than industrial tourism using five main theoretical frameworks to highlight the diverse learning benefits associated with intensive study tours in particular. Relevant theoretical models are Kolbs Experiential Learning Model, Gregorcs Style Delineator, Felder-Silverman Index of Learning Styles, VARK Questionnaire, and Dunn and Dunns Learning Style Model. Intensive study tours address nearly all the styles and techniques encompassed by these models.
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Baykan, Zeynep, and Melis Naçar. "Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey." Advances in Physiology Education 31, no. 2 (June 2007): 158–60. http://dx.doi.org/10.1152/advan.00043.2006.
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Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.
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Desai, Ruchi, and Manali Shah. "Understanding the Learning Styles of Physiotherapy Students." International Journal of Health Sciences and Research 11, no. 7 (July 12, 2021): 188–93. http://dx.doi.org/10.52403/ijhsr.20210727.
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Physiotherapy students have wide range of diversity in their learning preferences therefore this has been always a challenged for the teachers to meet their demands. Understanding learning style preference encourages both students and teachers to continuously update themselves resulting in greater educational satisfaction. Study was performed to find out differences of learning preferences from first to final year physiotherapy students of LJ Institute of physiotherapy, Ahmedabad, Gujarat. Total 220 physiotherapy students from all four years were invited to participate in study, out of which 161 students (male: 49, female: 112) voluntarily participated in study. A web-based survey was implemented in this study which included VARK questionnaire and we found 72.7% students have multimodal learning style and kinaesthetic was the preferred sensory modalities of learning for most of the years but final year also showed more aural learning. Most of the male students in our study showed kinaesthetic learning and previous year academic performance also has influence on learning preference. Key words: VARK, learning style, Physiotherapy.
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Kouhan, Noushin, Maryam Janatolmakan, Mansour Rezaei, and Alireza Khatony. "Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study." Education Research International 2021 (September 3, 2021): 1–6. http://dx.doi.org/10.1155/2021/8543052.
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Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.
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Marcy, Vanessa. "Adult Learning Styles: How the VARK© Learning Style Inventory Can Be Used to Improve Student Learning." Journal of Physician Assistant Education 12, no. 2 (2001): 117–20. http://dx.doi.org/10.1097/01367895-200107000-00007.
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Paiboonsithiwong, Salilthip, Natchaya Kunanitthaworn, Natchaphon Songtrijuck, Nahathai Wongpakaran, and Tinakon Wongpakaran. "Learning styles, academic achievement, and mental health problems among medical students in Thailand." Journal of Educational Evaluation for Health Professions 13 (October 31, 2016): 38. http://dx.doi.org/10.3352/jeehp.2016.13.38.
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Purpose: This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.
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Acosta-Castillo, Lorena. "La relación entre los estilos de aprendizaje y el uso de las tecnologías de información y comunicación en educación de personas adultas." Revista Electrónica Educare 20, no. 3 (September 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-3.10.
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This research aimed to identify the learning styles and the strategies used by adult students to involve ICTs in their knowledge. To achieve this, a qualitative research approach was carried out. The participants were members of the community who participated in a project called “Literacy in the Information Management of a University Corporation”. The group consisted of 100 persons; their ages ranged between 40 and 59 years. The instruments used were the VARK inventory for learning styles, Observation and a field journal. The VARK inventory identified the learning styles used by adults. The Observation allowed the understanding of the environment or the context of these students, their relations with peers and with their teachers, and also to analyze the strategies used to develop topics through TICs integration. One of the main findings obtained was that 70% of the adult students have a multimodal learning style; for instance, they process knowledge in more than one way.
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Alzain, Alzain, Steve Clark, Gren Ireson, and Ali Jwaid. "Adaptive Education based on Learning Styles: Are Learning Style Instruments Precise Enough?" International Journal of Emerging Technologies in Learning (iJET) 13, no. 09 (September 29, 2018): 41. http://dx.doi.org/10.3991/ijet.v13i09.8554.
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Investigating the efficiency of learning style instruments is significant because it is a widespread technique and it enriches the understanding of the challenges of integrating such instruments into adaptive education systems. The results showed that current learning style instruments depend only on the textual form of infor-mation to present items; this might be leading to a bias in the measurement of learning styles as the textual forms of information are more suitable for verbal students than for others. The purpose of this paper is to investigate the precision of learning style instruments and the challenges of integrating them into adaptive education systems. This research followed a quantitative research approach. First, a new learning style instrument was developed using different forms of infor-mation (Figures, Charts, and Equations). Then, the preferred learning style of fif-ty students was measured twice, initially, by using the newly developed instru-ment and subsequently by using a VARK instrument, the results of both were compared.
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Muluk, Safrul, Habiburrahim Habiburrahim, and Siti Rechal Rechal. "STUDENTS’ AWARENESS AND PERCEPTION TOWARDS LEARNING STYLES." JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran 20, no. 2 (February 1, 2020): 143. http://dx.doi.org/10.22373/jid.v20i2.5229.
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Learning style is one of the significant elements in learning process that helps students achieve their learning goals. Nevertheless, students should be aware of their own style in learning which make them maximally enhance learning. Therefore, in study, the researcher examined students’ awareness of learning styles and their perception of their learning styles. A quantitative descriptive research was used in this study. Then, the data was collected through online questionnaire distributed for 100 students of fifth semester of English Language Education Department by using random sampling technique. VARK (Visual, Auditory, Reading, and Kinestetic) questionnaire created by Fleming and Likert scales were used to explore the issue under investigation. Findings of the research showed that students had moderate to high awareness of their learning styles. Within the context of this study, this findings were new in a way that it showed students’ perception on learning styles and how it affected their learning experiences. the Moreover, research findings also indicated that students believes that the learning styles they adopted helped them in achieving their learning goals supported by their learning environment. The result of the study indicated that students preferred visual learning styles.
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Maghar Singh, Baljinder Singh, and Kuldip Singh. "The influence of emotional intelligence and learning style on student's academic achievement." Social and Management Research Journal 5, no. 2 (December 1, 2008): 25. http://dx.doi.org/10.24191/smrj.v5i2.5157.
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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.
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Lujan, Heidi L., and Stephen E. DiCarlo. "First-year medical students prefer multiple learning styles." Advances in Physiology Education 30, no. 1 (March 2006): 13–16. http://dx.doi.org/10.1152/advan.00045.2005.
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Students have preferences for the ways in which they receive information. The visual, auditory, reading/writing, kinesthetic (VARK) questionnaire identifies student's preferences for particular modes of information presentation. We administered the VARK questionnaire to our first-year medical students, and 166 of 250 students (66%) returned the completed questionnaire. Only 36.1% of the students preferred a single mode of information presentation. Among these students, 5.4% preferred visual (learning from graphs, charts, and flow diagrams), 4.8% preferred auditory (learning from speech), 7.8% preferred printed words (learning from reading and writing), and 18.1% preferred using all their senses (kinesthetics: learning from touch, hearing, smell, taste, and sight). In contrast, most students (63.8%) preferred multiple modes [2 modes (24.5%), 3 modes (32.1%), or 4 modes (43.4%)] of information presentation. Knowing the students preferred modes can 1) help provide instruction tailored to the student's individual preference, 2) overcome the predisposition to treat all students in a similar way, and 3) motivate teachers to move from their preferred mode(s) to using others.
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Vijayan, Vineetha, Pallavi Panchu, and Biju Bahuleyan. "Handedness and learning styles: a study of its inter relationship." International Journal of Research in Medical Sciences 5, no. 12 (November 25, 2017): 5340. http://dx.doi.org/10.18203/2320-6012.ijrms20175451.
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Background: The alleged link between handedness and learning is debatable. Studies unveil that handedness has a way of influencing learning and affects the academic performance of students. Despite the researchers pointing out that handedness influences the brain organization and function, teaching strategies have largely ignored this fact. The concept of using various sensory modalities as a part of learning has not been comprehended well. The aim of the study is to find out the prevalence of handedness among our medical students and to look onto the types of learning styles amongst them and to determine the correlation between handedness with learning styles.Methods: A cross sectional study was conducted among hundred medical students using handgrip dynamometer for handedness and VARK questionnaire (Visual, auditory, read/write, kinesthetic; a validated tool that helps one to identify the most preferred sensory modality for learning) for determining the learning preference. Data was analysed using univariate and bivariate analysis through cross tabulation and Pearson chi square test using SPSS version 20.Results: Right handers preferred VARK with dominancy for auditory learning styles, left handers preferred VARK with dominancy for auditory and kinesthetic learning styles while ambidextrous prefer visual learning styles.Conclusions: The awareness of the association of handedness with various learning styles and its implications on academic performance should be at the forefront of teaching strategies adopted by teachers. Hence, we conclude that to be an effective learner, the learning needs have to be understood and cater to by the trainers.
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Alkooheji, Lamya, and Abdulghani Al-Hattami. "Learning Style Preferences among College Students." International Education Studies 11, no. 10 (September 27, 2018): 50. http://dx.doi.org/10.5539/ies.v11n10p50.
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The purpose of this study was to determine what factors other than individual preferences affect undergraduate students’ learning style preferences, if learning style is influenced by gender, age, college affiliation and/or type of activities. A total of 185 students from the University of Bahrain, Bahrain, participated in an online VARK (Visual, Aural, Read/Write and Kinesthetic) for younger people questionnaire. The questionnaire consisted of 16 items about learning style preferences and three about participants’ demographics. The results showed that participants generally preferred multi-modular learning style with both kinesthetic and visual learning styling being most preferred while Reading/Writing was the least preferred. Furthermore, there were statistically significant differences between students learning styles based on age and gender, but it was a moderate difference. What mostly affected the preferences, however, was the type of activities or tasks, something which in turn resulted in some difference among colleges. This suggests that VARK preferences need to be related to activity type rather than be observed at individual reference. Recommendations were provided at the end of the study.
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Khanal, Laxman, Sandip Shah, and Sarun Koirala. "Exploration of preferred learning styles in medical education using VARK modal." Russian Open Medical Journal 3, no. 3 (September 15, 2014): 0305. http://dx.doi.org/10.15275/rusomj.2014.0305.
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Zamani, Narges, and Abbas Kaboodi. "Evaluation of the VARK Model Learning Styles Selection in Medical Students." Health Research Journal 2, no. 2 (March 1, 2017): 109–15. http://dx.doi.org/10.18869/acadpub.hrjbaq.2.2.109.
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Gupta, RC, Aparna Garg, and Manisha Sankhla. "To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning." Journal of Mahatma Gandhi University of Medical Sciences and Technology 1, no. 2 (2016): 58–63. http://dx.doi.org/10.5005/jp-journals-10057-0014.
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ABSTRACT Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning style of the students of various medical courses showed a statistically significant difference according to VARK questionnaire (p < 0.0001). Within the group, based on VARK, the preferred Sensory Modality was kinesthetic in MBBS, BDS and BPT students. On the basis Preferred Sensory Mode, kinesthetic was the preferred mode in MBBS, BDS and visual mode amongst BPT students. The most common pattern of learning was bimodal in male and female students of the various medical courses. Conclusion Present findings suggest that kinesthetic was the preferred learning style by both individual preferred sensory modality and VARK inventory tool, and was found to be statistically significant among the students of medical and allied sciences. The gender differences when evaluated for both the individual preferred sensory modality and VARK inventory tool, it was found to have a predilection for the kinesthetic mode in both the male as well as female students. How to cite this article Garg A, Sankhla M, Gupta RC. To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning. J Mahatma Gandhi Univ Med Sci Tech 2016;1(2):58-63.
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Wehrwein, Erica A., Heidi L. Lujan, and Stephen E. DiCarlo. "Gender differences in learning style preferences among undergraduate physiology students." Advances in Physiology Education 31, no. 2 (June 2007): 153–57. http://dx.doi.org/10.1152/advan.00060.2006.
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Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a capstone physiology laboratory at Michigan State University; 48 of the 86 students (55.8%) who returned the completed questionnaire voluntarily offered gender information. The responses were tallied and assessed for gender difference in learning style preference; 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the female students, 4.2% of the students preferred V, 0% of the students preferred A, 16.7% of the students preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In contrast, male students were evenly distributed in preference, with 4.2% of the students preferring A, R, or K, respectively, while 0% of the students preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple modes [female: 2 modes (12.5%), 3 modes (12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3 modes (12.5%), and 4 modes (58.3%)] of presentation. In summary, a majority of male students preferred multimodal instruction, specifically, four modes (VARK), whereas a majority of female students preferred single-mode instruction with a preference toward K. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.
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Whillier, Stephney, Reidar P. Lystad, David Abi-Arrage, Christopher McPhie, Samara Johnston, Christopher Williams, and Mark Rice. "The learning style preferences of chiropractic students: A cross-sectional study." Journal of Chiropractic Education 28, no. 1 (March 1, 2014): 21–27. http://dx.doi.org/10.7899/jce-13-25.
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Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.
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Widharyanto, Bonifasius, and Heribertus Binawan. "LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA." Jurnal Cakrawala Pendidikan 39, no. 2 (June 22, 2020): 480–92. http://dx.doi.org/10.21831/cp.v39i2.28173.
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Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.
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Shahrakipour, Mahnaz, Azizollah Arbabisarjou, Sadegh Zare, and Gholamreza Ghoreishinia. "Learning Styles in Students of Medical Sciences." Global Journal of Health Science 9, no. 2 (June 30, 2016): 195. http://dx.doi.org/10.5539/gjhs.v9n2p195.
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<p><strong>INTRODUCTION: </strong>learning is a human’s natural tendencies; therefore, the identification of factors affecting it, is very important in fixing problems and deficiencies in educational systems. One of the factors contributing to students’ academic achievement and increased learning outcome is to identify their learning styles leading to better and more satisfying learning. The aim of the present study was to examine learning styles in students of Medical Sciences.</p><p><strong>METHODOLOGY: </strong>The present descriptive-analytical study was conducted on 417 students of Medical Sciences selected based on cluster random sampling method in the academic year 2015-2016. The data were collected through a two-part questionnaire. The first part was consisting students’ demographic characteristics. The second part was validated VARK questionnaire to categorize learning styles in the students. The collected data were analyzed through descriptive statistics, Fisher’s exact test, Chi-square test and ANOVA in SPSS version 19.0</p><p><strong>RESULTS:</strong> The results showed the following average scores for students’ learning styles: read/write learning style (7.21±1.52), kinesthetic learning style (6.59±0.97), visual learning style (6.23±1.00), auditory learning style (6.00±0.84) and multiple learning styles (5.25±1.00). The results showed no significant relationship between students’ demographic characteristics and their learning styles (p>0.05).</p><p><strong>CONCLUSIONS: </strong>Based on the results of this study, the most preferred learning style by medical students was the read/write style. Most university teachers believe that the cause of students’ academic failure is lack of studying; however, this failure may be due to a mismatch between students’ learning styles and teachers’ teaching styles. In view of that, one of the requirements for appropriate education is to examine students’ learning styles at the beginning of each educational year and apply appropriate teaching styles accordingly.</p>
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Parashar, Rachna, Sandip Hulke, and Abhijit Pakhare. "Learning styles for medical students: role of VARK modality [Response to Letter]." Advances in Medical Education and Practice Volume 10 (June 2019): 401–2. http://dx.doi.org/10.2147/amep.s205980.
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Rocha, Dagoberto França da, Ana Elizabeth Prado Lima Figueiredo, Simone Travi Canabarro, and Aline Winter Sudbrack. "The importance of educational interventions for adherence to the immunosuppressant treatment program to kidney-transplanted patients." ConScientiae Saúde 17, no. 3 (September 28, 2018): 273–80. http://dx.doi.org/10.5585/conssaude.v17n3.8204.
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Introduction: the non-adherence to the immunosuppressant treatment program is frequent in kidney transplanted patients. To promote the adherence to this therapeutic, specific educational interventions for every learning style, can help create better results. Objective: verify the relevance of educative interventions adjusted to different learning styles for immunosuppressive treatment adherence in kidney transplant patients. Methods: cohort study. Fifty-nine (59) kidney transplanted patients took part in the study. To evaluate adherence was used the Basel Assessment of Adherence Scale for Immunosuppressives (BAASIS) instrument. The learning styles were identified by the VARK questionnaire. Results: significant differences were observed in the second (p0,001), third (p0,001) and fourth (p=0,009) evaluate of the adherence, when compared with the first one. There wasn’t found significant differences when related. They didn't go find differences significant when related the adhesion with the learning styles and too much demographic and clinical data. Conclusion: the adhesion to the imunossupressor doesn't seem to be associated to the specific interventions for each learning style.
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Mat Halif, Mazuin, Narehan Hassan, Nur Athirah Sumardi, Aida Shekh Omar, Sharrifah Ali, Rozilah Abdul Aziz, Afiza Abdul Majid, and Nor Fazalina Salleh. "Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement." Asian Journal of University Education 16, no. 2 (August 6, 2020): 93. http://dx.doi.org/10.24191/ajue.v16i2.10301.
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This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement. It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.
Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,
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Pantho, Oranuch, and Monchai Tiantong. "Conceptual Framework of a Synthesized Adaptive e-Learning and e-Mentoring System Using VARK Learning Styles with Data Mining Methodology." International Journal of Computer Theory and Engineering 7, no. 4 (August 2015): 316–19. http://dx.doi.org/10.7763/ijcte.2015.v7.978.
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Hadriana, Hadriana, Indra Primahardani, and Mahdum Mahdum. "Learning Style and Learning Achievement of Students of FKIP Universitas Riau In Learning English." Journal of Educational Sciences 3, no. 3 (November 7, 2019): 340. http://dx.doi.org/10.31258/jes.3.3.p.340-352.
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Becoming a successful student is a dream of every student and parents. Learning style is one of things that might influence that success. This research intended to find out if there is a correlation between learning styles and learning achievement of students of FKIP Universitas Riau in learning English. 300 students were involved as the sample of the research. The research was conducted during the even semester academic year 2018-2019 and the research data was collected in June 2019. The instruments of the research were adapted from Vark Questionnaire Version 8.01 and students’ grades in their English class. Percentage and mean used to represent the frequency of data for descriptive analysis and inferential analysis was carried out. Since the data of students’ learning style and learning achievement obtained were not normally distributed, associative Kendall’s Tau-c correlation formula was used to find out the relationship between learning style and learning achievement. Based on the data analysis, it can be concluded that there is a relationship between the students learning style and their learning achievement.
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Mustafa, Nor Musliza, Zulkifly Mohd Zaki, Khairul Anuar Mohamad, Mokmin Basri, and Sedek Ariffin. "Development and Alpha Testing of EzHifz Application: Al-Quran Memorization Tool." Advances in Human-Computer Interaction 2021 (May 11, 2021): 1–10. http://dx.doi.org/10.1155/2021/5567001.
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Learning to memorize the Quran presents a challenge. This paper reports the development and alpha testing of a mobile application called “EzHifz” for Quran memorization based on the VARK learning style. The application received positive feedback for user acceptance testing and heuristic testing. The Fleiss kappa coefficient (κ) results for user acceptance testing show a very good level of agreement (κ = 0.850). Heuristic testing results show that κ = 0.731 for content, manual guide, memorization activities, performance information, and tasmik assessment attributes, while κ = 0.727 for presentation design, interactivity, multimedia elements, attraction, and motivation attributes. These results show a good level of agreement, which indicates that the EzHifz application meets the requirements of design and development based on the attributes evaluated. A combination of memorizing techniques in the application helps strengthen the use of preferred VARK learning styles. The techniques support the use of multiple senses that could facilitate the process of memorizing the Quran independently. This study contributes to the novel design and evaluation of the Quran memorization application based on the Quran memorization model. The application supports the teaching and learning of Quran memorization where it allows students to select their preferred VARK learning style with the technique of memorizing the Quran. This mobile application learning approach based on VARK’s learning style has the potential to be implemented in the process of memorizing the Quran as well as retaining memory through the use of memory senses in support of the learning materials developed.
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Urval, Rathnakar P., Ashwin Kamath, Sheetal Ullal, Ashok K. Shenoy, Nandita Shenoy, and Laxminarayana A. Udupa. "Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance." Advances in Physiology Education 38, no. 3 (September 2014): 216–20. http://dx.doi.org/10.1152/advan.00024.2014.
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While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience.
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Das, Abhishek, Anamica Chakraborty, and Biswajit Sukul. "Learning styles of undergraduate medical students - A cross sectional study using VARK questionnaire." Journal of Indian Academy of Forensic Medicine 42, no. 1 (2020): 49. http://dx.doi.org/10.5958/0974-0848.2020.00014.7.
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Mozaffari, Hamid Reza, Maryam Janatolmakan, Roohollah Sharifi, Fatemeh Ghandinejad, Bahare Andayeshgar, and Alireza Khatony. "The Relationship Between the VARK Learning Styles and Academic Achievement in Dental Students." Advances in Medical Education and Practice Volume 11 (January 2020): 15–19. http://dx.doi.org/10.2147/amep.s235002.
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Karim, Md Rezaul, AKM Asaduzzaman, Md Humayun Kabir Talukder, Kazi Khairul Alam, Farhana Haque, and Sadia Jabeen Khan. "Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh." Bangladesh Journal of Medical Education 10, no. 2 (December 25, 2019): 26–30. http://dx.doi.org/10.3329/bjme.v10i2.44640.
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This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance.
Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30
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Malo, Sanan Sh. "Investigating Kurdish EFL Students’ Learning Styles at University Level." Koya University Journal of Humanities and Social Sciences 4, no. 1 (June 30, 2021): 104–9. http://dx.doi.org/10.14500/kujhss.v4n1y2021.pp104-109.
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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.
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Widayanthi, Desak Gede Chandra, and Putu Irmayanti Wiyasa. "Diagnostic Assessment to Analyse Learning Style of Students of Travel Business Management Program in Sekolah Tinggi Pariwisata Bali." RETORIKA: Jurnal Ilmu Bahasa 5, no. 2 (October 15, 2019): 114–21. http://dx.doi.org/10.22225/jr.5.2.1113.114-121.
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To understand the learning style of the learners is important and useful to decide what learning strategy is the most suitable to be implemented. Considering that significance, this study aims at analysing learning style of students of Travel Business Management, Sekolah Tinggi Pariwisata Bali (Bali Tourism Institute). The data was collected through questionaire in which the contentc is the adaptation of VARK questionaire which was developed by Flemming (1993, in Pritchard, 2009). Data was analysed quantitatively through tabulation and then described qualitatively. As the result, the students are found to have different learning styles, namely 6 students (20,69%) are aural, 5 students (17,24%) have read/write learning style, 15 students (51,72%) are kinaesthetic, and 1 students to each has bimodal kinaesthetic Read/write-kinaesthetic, bimodal aural-kinaesthetic, and trimodal visual-aural-read/write. Based on the result, it can be proposed a recommendation to the teacher that the strategies of teaching have to facilitate all the learning styles own by the students to make them able to learn at their best.
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Gunawan, G., A. Harjono, and I. Imran. "PENGARUH MULTIMEDIA INTERAKTIF DAN GAYA BELAJAR TERHADAP PENGUASAAN KONSEP KALOR SISWA." Jurnal Pendidikan Fisika Indonesia 12, no. 2 (October 30, 2016): 118–25. http://dx.doi.org/10.15294/jpfi.v12i2.5018.
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Dalam penelitian ini telah dikembangkan multimedia interaktif pada konsep kalor. Penelitian ini bertujuan menganalisis pengaruh multimedia interaktif dan gaya belajar terhadap penguasaan konsep kalor siswa. Penelitian dilaksanakan dalam tiga tahapan, yaitu studi pendahuluan, pengembangan desain, dan pengujian model. Pada tahap pengujian model digunakan metode kuasi eksperimen. Data yang diperoleh dianalisis menggunakan ANAVA dengan dua faktor, yaitu model pembelajaran dan gaya belajar. Gaya belajar siswa dibagi menjadi empat kategori berdasarkan model VARK Fleming, yaitu Visual, Auditori, Read, dan Kinestetik. Hasil penelitian menunjukkan bahwa rata-rata penguasaan konsep siswa yang belajar menggunaan multimedia interaktif lebih tinggi dibandingkan siswa yang belajar tanpa multimedia. Penguasaan konsep kalor siswa juga dipengaruhi oleh gaya belajar, dimana siswa dengan gaya belajar visual memiliki penguasaan konsep yang lebih tinggi dibandingkan siswa dengan gaya belajar lainnya.In this research, we have developed interactive multimedia on heat concepts. This research aimed to analyze the effect of interactive multimedia and learning styles towards students understanding on heat concepts. The research was conducted in three stages: a preliminary study, development, and testing of models. Testing phase of the model used a quasi-experimental method. Data were analyzed using ANOVA with two factors, namely learning models and learning styles. Students' learning styles were divided into four categories based on the model VARK Fleming; Visual, Auditory, Read, and Kinesthetic. The results showed that the average of students understanding who learned using interactive multimedia was still higher than students who learned without interactive multimedia. Students understanding on heat concepts were affected by learning styles, in which students with visual learning styles had higher understanding on heat concepts that students with any other learning styles.
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Tadayonifar, Mojtaba, Mahnaz Entezari, and Mostafa Bahraman. "Investigating the relationship between linguistic focus of recasts, learning styles and noticing." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 53–72. http://dx.doi.org/10.1515/cercles-2020-2008.
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AbstractThe efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.
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Shrestha, Ashish, Vinay Marla, Sushmita Shrestha, and Jyotsna Rimal. "Learning preferences of undergraduate dental students using VARK analysis." Journal of Kathmandu Medical College 9, no. 4 (December 31, 2020): 207–12. http://dx.doi.org/10.3126/jkmc.v9i4.38093.
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Background: Learning preference is a complex character in which learners most efficiently perceive, process, store, and recall what they are learning.
Objectives: This study was conducted with an objective to identify the preferred learning styles of undergraduate dental students such that suitable modification in the teaching learning environment could be made.
Methodology: An analytical cross-sectional study was carried at B.P. Koirala Institute of Health Sciences, Nepal among undergraduate dental students from June to December 2019 after getting ethical approval. Convenience sampling method was used to include all undergraduate students from first to final year; of which 252 provided consent. VARK questionnaire (version 7.8) comprising 16 multiple choice questions were used to analyse the learning preferences and were accordingly categorised for further statistical analysis.
Results: Out of 280 students, a total of 252 students (90%; 90 males, 162 females) responded to the questionnaire among whom 89 (35.3%) had uni-modal learning preferences. Of the total, 55 (21.8%) had bi-modal, 39 (15.4%) had tri-modal, and 69 (27.3%) had quadri-modal learning preferences. Among the uni-modal preferences, 'K mild' was most common (36, 14.3%) followed by 'A mild'. Among bi-modal learning preferences 'AK type' (35, 13.9%) was most common and VAK type was common among tri-modal learning preferences. 'VARK type two' (33, 13.1%) was common quadri-modal learning preferences.
Conclusion: This study highlighted the variations in learning preferences among dental students suggesting the need for a flexible learning environment. Understanding learning preferences can help to plan lessons effectively and help to manage students in a better way.
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Husmann, Polly R., and Valerie Dean O'Loughlin. "Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles." Anatomical Sciences Education 12, no. 1 (March 13, 2018): 6–19. http://dx.doi.org/10.1002/ase.1777.
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