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International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
www.ijeais.org/ijamr 53
Embarking On Vark: A Case Study on Students’ Preference in
Learning English
Robert James Nicole A. Bualat1, Jozette Aleah G. Lucero2, Cristyle F. Zamora3, Franz Erika S. Arcamo4, Alfer Jann D.
Tantog, MaEd5
Saint Columban College, Pagadian City, Philippines
rojanicolebualat.cteas@sccpag.edu.ph1, jglucero.cteas@sccpag.edu.ph2, criszamora.cteas@sccpag.edu.ph3,
franzerika.arcamo@sccpag.edu.ph4, alferjann@gmail.com5
Abstract: A learning style describes how different students learn. It is a person's preferred method of absorbing, processing,
comprehending, and remembering knowledge. Although they are not a teaching prescription, they scaffold a teacher in recognizing
a student’s preferred method of processing and retaining information. This qualitative case study utilized Merriam’s model in 1998,
which aimed to determine the students’ preference in learning English, based on VARK sensory modalities, and identify the teacher’s
teaching strategies for the major courses, to see whether the students’ preferences are catered in their classes. A purposive sampling
technique was carried out to identify the study’s participants from one of the prestigious institutions in Pagadian City, yi elding 13
third-year BSEd-English and two English teachers who are teaching at least one major subject of the student participants. The
researchers adopted the VARK learning styles questionnaire by Fleming (1987) version 8.01 and a researcher-made interview guide
questionnaire to gather all the data. Emerging themes were derived using thematic analysis. The results identified three themes
regarding the students’ learning preferences; Aural, Kinesthetic, and Multimodal were the prevalent learning styles of third-year
BSEd major in English and the four modalities of VARK were utilized by the teachers in the major subjects they are handling. Thus,
teachers’ teaching strategies must be aligned with the students’ preferred learning styles in learning English, as much as possible,
and instructions must be tailored accordingly. The Department of Education's goals as well as those of various studies and
researchers may benefit from the recommendations.
Keywords— learning styles, VARK sensory modalities, teaching strategies, preference in learning English
1. INTRODUCTION
A learning style describes how different students learn.
In layperson's terms, it is a person's preferred method of
absorbing, processing, comprehending, and remembering
knowledge. It is a person's way of making meaning of new
information using various senses, including sight, touch, and
hearing. Despite not being as commonly employed as the
previous three, taste, gustation, and smell or olfaction may
still be beneficial when attempting to consolidate information
in our minds. The notion that learning styles are a superb
method for a student to study has been challenged in recent
years. Learning style preferences and interactive response
systems can influence student outcomes significantly. It refers
to how students prefer to learn and process information. Some
students prefer visual aids, while others prefer auditory or
kinesthetic learning methods. Understanding a student's
learning style can assist educators in tailoring their teaching
methods to meet the needs of individual students better,
resulting in better learning outcomes (Yazici, 2016).
Learning styles are crucial in the learning process. Each
person's unique learning style determines their interactions
with their learning environment. One of the critical aims of
learning styles research is to understand better the link
between learning styles and the learning process (Moussa,
2014). The fundamental objective of teaching is to facilitate
learning, and understanding students' learning behavior is
considered part of this process (İlçin, 2018). According to
John Dewey's experiential learning theory, learning is
characterized as " the procedure through which information is
generated via the transformation of experience."
Undoubtedly, learning styles have a vital role in learners'
cognitive development. Dunn (2018) stated that learning style
is "a distinctive approach formed by students when learning
new and difficult information." It is significant to note that
learning style refers to how individuals learn instead of what
they know.
On the flip side, learning styles are generally
acknowledged in education as a strategy to promote the
concept that every student learns in various ways. Learning
styles are not a teaching prescription, but they scaffold a
teacher in recognizing a student's preferred method of
processing and retaining information. According to Lathan
(2021), the student-centered approach fosters more excellent
stability between the teacher and student, who plays a role in
the learning process. Teachers act as coaches and learning
facilitators while maintaining their authority position. Thus,
teachers should consider their students' preferred learning
styles for this approach to be effective. Students' awareness of
their learning styles will find it easier to adapt to this
approach. Cherry (2019) stated that these students are hands-
on learners who learn best by experimenting. This model
identifies students' learning styles, and giving students access
International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
www.ijeais.org/ijamr 54
to the information they prefer will boost their academic
confidence. The teacher better understands how to incorporate
these learning styles into lesson plans and study techniques.
According to the study "Learning Styles and Students'
Achievement in Science," what is taught has a minor impact
on students' achievement than how materials are presented.”
In other words, learning styles play an essential role in how
the teacher demonstrates knowledge so that students can
easily understand what is being taught (Busilaoco & Lao,
2014). Rezaeinejad et al. (2015) evaluated learning styles and
their connection to academic success in Iranian high school
students. He discovered that knowing the student's learning
styles will assist the teacher in delivering the lesson in such a
way that students can cope easily, use diverse teaching
strategies, and achieve academic success.
According to An & Carr (2017), there are numerous
approaches to explain and predict individual differences in
learning theories. However, they all have significant flaws
that could be improved to demonstrate learning or
achievement. The theories, in particular, describe and
categorize behaviors but do not explain the developmental
processes and causal mechanisms that underpin these
behaviors. Another area for improvement is that learning style
measures frequently use rank order, which forces individuals
to rank one style higher or lower than another, resulting in
differences that need to be visible in measures that clearly do
not explain the causes of individual differences in student
learning.
Scientists including Carl Jung, Felder and Silverman,
Gregorc, and Kolb have created multiple models of learning
styles, many of which are employed in various research
projects. The premise that people learn in different ways and
that learning may be enhanced by customizing teaching to
their style is shared by all learning styles theories,
notwithstanding the diversity of these theories (Willingham et
al., 2015).
There are more than 70 different models of learning
styles, according to Bostrom & Hallin (2013). These various
theories and models emphasize various aspects and learning
style characteristics. Theorists of learning styles strongly
emphasize students' cognitive processes, personality traits,
abilities, sensory modalities, learning processes, and preferred
thinking styles. A student's learning style impacts how they
respond to a course, their attitude toward the program, and
their comprehension of the program goals (Alkhasawneh,
2013). For the students, it is crucial to recognize various
learning preferences in nurse education. However, this study
focuses on the four modalities of the VARK model: Visual,
Aural, Read/write, and Kinesthetic, which was developed by
Neil Fleming in 1987.
The VARK model, created by Neil Fleming, is one of the
newest and most adaptable models that examine learning
styles (McKenna et al., 2018). The VARK model employs a
questionnaire to evaluate a person's learning preferences. It
underwent several revisions after being mainly created at
Lincoln University in New Zealand in 1998. Multiple studies
utilized this validated and verified survey questionnaire in
research across various topics and disciplines. According to
McKenna et al. (2018), there are three guiding ideas form the
basis of the VARK questionnaire: (1) each learner has their
way of learning, (2) when varied learning styles are taken into
account, learner motivation is boosted, and (3) Education
principles are taught by the instructor and implemented
through the use of four sensory.
Visual learners comprehend and retain knowledge better
when they can see it. They are the ones who would like to
have information presented visually rather than in a textual
style. Students who learn this way pay great attention to detail
and body language. They frequently construct situations in
their imaginations to help them assimilate the knowledge
more effectively and efficiently. Thus, graphic displays such
as charts, illustrations, graphs, diagrams, demonstrations, and
animated videos are more effective for visual learners when it
comes to learning.
Aural learners learn best by hearing information. Instead
of actively participating in class or taking notes, they prefer
listening to others which convey the material and then
regurgitate it. It is typically done through a discussion but may
also be done through recordings and music. Furthermore,
students who favor reading and writing learning styles learn
best when new knowledge is presented through words and
text. They frequently create lists, study definitions, and prefer
summarizing material in ways that make the most sense to
them. They grasp and retain new material most effectively by
trying to read textbooks and making summaries with notes,
jotting down in class and underlining important topics,
presentation design, studying by avoiding distractions and
trying to be inventive with their notes.
Kinesthetic learners are those students who learn best by
actively touching and doing things. Hands-on experience is
crucial for kinesthetic learners, who adopt a "trial and error"
style in their study. They prefer getting their hands dirty and
physically manipulating items and materials to understand
better how things function. Rather than sitting at a desk for an
extended period, mobility and brief bursts of learning are
usually necessary to keep them focused. Therefore, they like
and excel in art, sports, design, and technology.
According to Hou (2015), numerous research projects
have looked at the many contextual and personal factors that
can affect students' learning outcomes, particularly given the
expanding availability of electronic learning styles that differ
at all levels of education, which have gained prominence.
Over the past few years, and have influenced many to urge
educators to honor the diversity of their student participants
in course design and even in developing leaders (Silverman,
International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
www.ijeais.org/ijamr 55
2015). Others have called for researchers to look more closely
at learning styles in various learning contexts and institutions
because of how important the subject is (Halili et al., 2015).
Moreover, we anticipate that different learning styles are
connected to academic results. Black and Kassaye (2014)
discovered that in a marketing course, student learning styles
moderated the impact of experiential, participatory, and
traditional course designs on student outcomes, which raises
the possibility of interactions between learning styles and
other factors.
In a study entitled "Language Learning Styles and
Learning Strategies of Tertiary Level English Learners in
China" conducted by Jie & Xiaoqing (2016), the findings
indicate that learning styles considerably impact learners'
learning approach choices. Evidence shows that the Judging
scale favorably connects with seven different learning
processes. As a result, it is the most significant learning style
characteristic influencing learners' learning approach choices.
High achievers are better capable of employing methods
connected with their non-preferred styles than poor achievers.
Based on the research findings, it is argued that learning styles
and methodologies may impact learners' language learning
outcomes.
A study showed that many researchers had investigated
different aspects of learning styles. Thus, some studies have
considered the advantages of exploring and studying the
interactions between learning styles (Pariafsa et al., 2015). It
resulted in the majority of participants preferring "reflective,"
"sensing," "visual," and "sequence" learning styles. A two-
way ANOVA test showed that the individuals' genders,
visual/verbal, and sequential/global preferences contributed
to the variance in their mean results. Research on the
correlation between learning styles and participant
accomplishment scores showed that the other three
dimensions—except for the "understanding" dimension—did
not significantly affect participants' achievement scores. The
Chi-square statistic showed a significant difference between
the favored learning styles of senior high school "excellent
language learners" and those of ordinary learners.
According to one study by Zhou (2011), students choose
to absorb and process information in various ways, such as
through listening and seeing, reflecting on their actions and
acting on those reflections, and using logic and intuition for
reasoning, analyzing, and visualizing. Thus, the compatibility
of the students and the teacher's learning and teaching styles
also affect how much a student can learn. The researchers
conclude that teachers must be aware of their student's
preferred learning styles in teaching English since this
information will enable them to tailor their lesson plans to
each student's needs at different phases of their learning
process.
Boström (2011) investigated the variations and
commonalities in learning styles as one factor in the
pedagogical relationship between teachers and students.
Therefore, this study examines the learning style
characteristics of instructors and students in the two main
upper secondary school orientations. The study included 53
secondary school professors and 101 randomly chosen high
school students. The PEPS learning styles exam was used to
pinpoint 20 distinct characteristics. ANOVA and the Ftest
were used to compare and evaluate the three groups' data.
According to statistical research, instructors are more driven
and conformist, need less structure and authority, and are
more awake in the morning and less later than pupils. They
also have more robust needs for light and temperature. There
were not any significant variations between the two student
groups. The results are helpful for those concerned with the
design of teacher education, working instructors, and students
themselves. The findings indicate the necessity for broader
educational approaches and comprehensive didactic analysis
of practical tasks.
Moreover, Kara (2023) looked at the idea that failure,
frustration, and demotivation are caused by a mismatch
between the teacher's teaching style and the student's learning
style. Twelve instructors who were instructing these groups
when the study was done, and 100 second-year students
enrolled in ELT took part in the study. First, a questionnaire
was presented to the students to determine their preferred
learning methods. The Individual Style of Learning Inventory
was updated and provided to the teachers to gather
information on the teaching methods. Then, educators and
students were questioned to determine whether they were
worried about a mismatch. According to the findings, second-
year ELT students at Anadolu University preferred visual and
auditory learning modalities. The teachers also favored
auditory and visual learning methods. The results
demonstrated the compatibility of the ELT Department's
learning and teaching methods. When teachers do not teach in
their preferred method, students claim to be uncomfortable
and disappointed. Teachers said that they alter how they
present or kind of activity when they become conscious of a
mismatch. However, the lecturers must consider learning
styles at the start of the semester.
Another study by Chermahini (2013) stated that
academic accomplishment is used to measure academic
performance in the English language. The survey findings
revealed significant relationships between different learning
methods and the English proficiency test, and the results
varied across four groups with various preferred learning
approaches. The findings additionally showed gender
variations in English test performance for convergent and
divergent and did not accommodate selected learning styles,
which should be identified and assimilated. These findings led
us to the following conclusion: that learning styles may be
used to predict academic achievement in any second language
and should be used to improve students' performance,
particularly in learning and teaching a second language, and
International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
www.ijeais.org/ijamr 56
that student's learning habits, as individual variances in
learning styles, play an important role.
Furthermore, Baihaqi and Isda (2020) conducted a study
that identified the prevalent categories of EFL students'
learning styles and determined how those learning styles were
used in English class discussions at Samudra University's
English Department. The Samudra University's EFL students
enrolled during the fourth semester serve as the study's
analytical unit. This study has been carried out using a
qualitative technique. Survey questions and observations
were used to get the data. This study discovered that the
kinesthetic, auditory, visual, and group learning modes were
employed to teach English to learners of EFL. The most
prevalent learning mode, according to the findings, was
kinesthetic. In other words, Samudra University's EFL
students favored a kinesthetic learning approach to learning
English.
The researchers believed that the students have varying
preferences in learning English. Thus, this study aimed to
evaluate the various learning styles of the BSEd-English
third-year students. It focused on the following aims: (1)
identify the prevalent learning styles of BSEd-English third-
year students based on VARK, (2) know the students'
preferred teaching strategies for their major subjects, (3)
identify the teachers' present teaching strategies in the major
subjects they are handling, (4) know how do teachers
accommodate the student's learning preferences in major
subjects, and (5) gather recommendations can be made to
better accommodate students' preferences in learning English
based on VARK. The findings of this study aid in providing
understanding to the students that individuals have different
learning preferences and preferred teaching strategies that
best suit their cognition. Hence, this study helps the students
to understand their learning styles better, considering the
multiple types of intelligence.
Based on the literature reviewed, many studies have been
conducted on learning styles, proving their importance in the
academe. Some studies investigated the learning styles and
English language learning strategies, such as the one authored
by Baihaqi & Isda (2020), which focused on the sample
population of Samudra University students studying EFL and
studies that investigated the interactions between the notions
of learning styles and good language learners’ achievement of
senior high-school Iranian students. Thus, numerous studies
have examined various facets of learning styles in different
contexts. However, the researchers have found the results of
studying the students' preference in learning English and their
preferred teaching strategies of college Filipino students.
The present study zoomed into utilizing VARK learning
styles as students' preference and preferred teaching strategies
of the lesson in one of the prestigious institutions in Pagadian
City. Specifically, the participants were the third-year
Bachelor of Secondary Education (BSEd) students majoring
in English, chosen based on purposive sampling. This study
is anchored on a qualitative case study, precisely Merriam's
approach. The triangulation method was utilized in this study.
Hence, the VARK learning style questionnaire version 8.01
by Fleming (1987) was administered to gather information
about the selected students' learning styles and preferences.
The questionnaire includes questions to determine a person's
preferred sensory mode for learning. The learning preferences
and the teaching strategies were triangulated. Thus, the
students and teachers were interviewed to increase the
reliability and credibility of the findings and reduced any
biases in the research process of this study. The results of this
study proved helpful in improving teachers' classroom
strategies. They added to the knowledge of learning styles,
specifically in English. This study will also benefit students
as it will help them understand their learning styles and
preferred teaching strategies to enhance their academic
performance in their major courses.
2. METHOD
2.1 Research Design
This employed a qualitative research design. Thus, this
study's preference dwelt more on Sharan B. Merriam's Case
Study model in 1998. A case study is a detailed examination
of a particular individual, group, organization, or
phenomenon using qualitative research methods. According
to Crowe et al. (2011), the above method is beneficial when
understanding a topic, event, or phenomenon in depth and the
context of real-world experience. Furthermore, for Merriam,
a case study is "a thorough overview and evaluation of a
bounded system." The most distinguishing feature of research
using case studies is defining the case as the object of study."
The case has to be a finite, contained system that can be
described as a phenomenon. She claims that a case may thus
be a single individual, a program, a group, an organization,
etc. (Dey, n.d.). This approach suited the research aims, which
were to (1) determine the student's preferences in learning
English based on VARK, (2) identify the students' preferred
teaching strategies for their major subjects, (3) know the
teachers' present teaching strategies in the major subjects they
are handling, (4) know how teachers accommodate the
students' learning preferences in major subjects, and (5)
provide recommendations on how to better accommodate
students' preferences in learning English based on VARK.
Therefore, it had been the anchorage for this study's
methodology.
2.2 Research Environment
This study was conducted in one of the most prestigious
schools in Pagadian City, College of Teacher Education, Arts
and Sciences (CTEAS) since the selected sample participants
were also students of the institution. Another advantage of this
choice is that the findings of this study will benefit the
teachers and students of the school should it be proven that
catering to students' reference learning in English indeed
helps improve their comprehension of the lessons, especially
since face-to-face conduct of classes has resumed.
International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
www.ijeais.org/ijamr 57
2.3 Research Participants
This study utilized purposive sampling in determining the
respondents. This sampling method aimed to find people
more likely than not to share specific traits or experiences
with the researchers. In this approach, the researchers may
narrow their emphasis to a relatively small sample size and
choose the people or situations that match the study
(Nikolopoulou, 2022). Since the researchers of this study
were English majors in Bachelor of Secondary Education
(BSEd), the participants were also their fellow English
majors, specifically those in their third year. Furthermore,
strategies were triangulated, hence, two teachers who teach at
least one English course were included as interviewees in this
study.
2.4 Research Instruments
The researchers viewed themselves as the primary
research instrument, aided by an interview questionnaire and
recording device. This utilized three instruments in total - the
first was a survey questionnaire that identified the students'
learning styles, and the second and third were the interview
questions for students and teachers, which were validated
with the help of the institution's research director. For the first
research instrument, the researchers used the VARK (visual,
aural, read/write, and kinesthetic) learning style questionnaire
version 8.01 by Neil Fleming (1987), which included
questions to assess a person's preferred sensory mode for
learning. The instrument is based on interaction and reaction
to the students' educational environment (Karim, 2014).
Then, an interview was administered to the students to
identify the prevalent learning styles based on VARK and
determine their preferred teaching strategy for their major
subjects. Afterward, another interview was conducted with
the teachers to determine their teaching strategies in English
and identify their preferred teaching styles. Hence, the
interview responses of the interviewees served as a
preliminary data subject to analysis and interpretation. The
instrument focused on eliciting responses about the
participants' challenges and preferences in response to
specific questions or problems that lead to collecting primary
data for the case study on students' preferences in learning
English.
2.5 Data Gathering Procedure
The researchers had observed the following steps. The
researchers first formalized their request by writing to the
Dean of the College of Teacher Education, Arts and Sciences
(CTEAS). After receiving the approval of the Dean, the
researchers coordinated with the students and teachers
regarding the schedule of when the survey and interviews may
be done and the content and structure of the aforementioned
research instruments. Then, the nature of the research was
explained to the selected sample participants, the 13 third-
year English majors in Bachelor of Secondary Education and
2 English teachers who teach at least one English course.
After the preliminary steps were done, the researchers
forwarded a letter to the Vice President for Administration
and the Dean of the College of Computing Studies (CCS), that
requested approval to utilize the institution's school computer
laboratory so that the participants can take the online VARK
questionnaire version 8.01 (Fleming, 1987) at the same time.
Upon finding out the different learning styles of the students,
the researchers administered the validated questionnaires to
students and teachers. Lastly, the results from both the survey
and interviews were compared and analyzed through
triangulation to make an inference about the research
problems.
2.6 Data Analysis
In analyzing the data gathered the VARK questionnaire
assessment results were tabulated to see the distribution of
students among the different learning styles. This helped to
answer the study's first research question. Then, interview
results were analyzed and interpreted and the teachers'
teaching strategies were triangulated. After the results and
interpretation have been generated, the researchers suggested
various recommendations to improve classroom, considering
students' learning styles.
2.7 Ethical considerations
Ethical considerations are essential to follow in
research, for they will secure and protect the participants in
the study. The study used the shared information from
Bhandari (2022) and Lewis (2016) to observe ethical
considerations in the conduct of this research. The study's
parameters included the following elements:
Informed consent. Before deciding whether to
participate in the study, participants were informed of its
goals, advantages, risks, and funding.
Anonymity. The participants' identities were
unidentified by the researchers. No personally identifiable
information was gathered.
Confidentiality. Although you know who the
participants are, you keep this information a secret from the
others. To prevent others from connecting personally
identifiable information to other data.
Potential for Harm. There is zero physical, social,
psychological, or other harm tolerance.
Fair Treatment. All participants were treated fairly
and equally throughout the study. Researchers avoided
discrimination or bias and ensure that participants were not
exposed to harm or discomfort.
Respect for Autonomy. Participants were allowed to
decide about participating in the study. This includes giving
them the right to refuse or withdraw from the study at any time
without any consequences.
Beneficence and Non-Maleficence. Researchers
strived to maximize benefits and minimize harm to the
participants. This includes ensuring that the study was
designed to mitigate potential damage to the participants.
International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
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Debriefing. Participants were provided with a
debriefing session at the end of the study, where they were
informed of the results and the implications of the study.
Researchers provided them with any additional information
they may require and addressed any concerns or questions.
3 RESULTS AND DISCUSSION
This chapter presents, analyzes, and interprets data
gathered from the 13 BSEd-English third-year students and
two English teachers about the students' preferences in
learning English, based on VARK. The students were
officially enrolled in the school year 2022-2023, and the
teachers were officially handling major subjects in the
aforementioned academic year in one of the most prestigious
private higher education institutions in Pagadian City.
A case study was used to get precise and trustworthy
information that was suitable to respond to the specific
questions posed in this study. As a starting point, the
researchers present the summary of the results of Fleming's
VARK learning style questionnaire in 1987. Then, a thematic
analysis of the students' and teachers' responses to the
validated interview questions that were administered is
provided. Thus, the researchers have found various emerging
themes which were presented and arranged following the
study’s research problem. Furthermore, the researchers
carefully examined the transcripts and quoted the responses
from the data gathered from the one-on-one interviews to
present the exemplification of the various themes.
The research participants in this study are the 13 BSEd-
English third-year students and 2 English teachers. Each
participant was given codes to maintain confidentiality. For
the teachers (teacher-participant) they were: TP1 and TP2 and
for the students (student-participant) they were: SP1, SP2,
SP3, SP4, SP5, SP6, SP7, SP8, SP9, SP10, SP11, SP12, and
SP13.
3.1 The Prevailing Learning Styles of BSEd-English
Students Based on VARK
The VARK learning style questionnaire version 8.01
was utilized to determine the students' learning styles. The
aforementioned questionnaire generated results regarding
their prevailing learning preferences. Thus, several themes
had been identified: Aural, Kinesthetic, and Multimodal
learning styles.
Table 1. Summary of VARK learning style questionnaire
administered to the students.
Learning Style Preferences No. of Students
Visual 0
Aural 3
Read/Write 0
Kinesthetic 3
Multimodal
Visual, Aural, Read/Write, Kinesthetic (VARK) 2
Aural, Read/Write, Kinesthetic (ARK) 3
Aural, Kinesthetic (AK) 1
Read/Write, Kinesthetic (RK) 1
Table 1 shows the tabulation of the VARK Learning
style questionnaire. It helped answer the study's first research
question. Based on the results, 3 Aural learners, 3 Kinesthetic
learners, and 7 students are Multimodal: 2 VARK, 3 ARK, 1
AK, and 1 RK. Thus, Aural, Kinesthetic, and Multimodal
learning styles are the prevalent learning preferences among
BSEd-English third-year students.
Thus, the VARK Learning style questionnaire that
was employed on the third-year BSEd-English students shows
that Aural, Kinesthetic, and Multimodal learning preferences
are the most frequent learning preferences among them. The
findings show that 3 students prefer the Aural learning style,
3 students prefer the Kinesthetic learning style, and 7 students
prefer Multimodal learning modalities. These results suggest
that the majority of the group's students prefer auditory,
physical, and multimodal modes of instruction.
The VARK Questionnaire (version 8.01) was
utilized in the current study due to its reliability and
simplicity. Additionally, the VARK model is supported by
study techniques for each learning style, which will aid in the
development of instructional strategies based on student
preferences. Studies on preferred learning styles have been
conducted all over the world, and the results have been
extremely inconsistent, suggesting diversity among students
(Balasubramaniam & Indhu, 2016).
3.2 Teachers’ Present Teaching Strategies for the Major
Courses They Handled
The teachers’ present teaching strategies for the
major subjects they handled were obtained during the one-on-
one interview conducted by the researchers. Hence, this led to
the themes that were derived from their responses.
International Journal of Academic Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 7 Issue 7, July - 2023, Pages: 53-67
www.ijeais.org/ijamr 59
Based on the data gathered from the student
participants, the teaching strategies of their teachers in the
major subjects include Visual and Kinesthetic sensory
modalities of VARK. The prevalent themes of their responses
were the Visual presentation of the topics and the
Incorporation of technology to promote active learning.
Visual presentation. The student participants
responded during the one-on-one interview that their teachers
in major subjects are most likely to present the topics by
lecturing i.e., utilizing visual presentations. Hence, it is one of
the themes that emerged.
“Most of my teachers use visual
presentations during class
discussions...” - SP5
“Visualizing and lecturing are the
common strategies that they used.” -
SP6
“As I can say that, si Ma’am naga teach
she’s…Visual, the other subject Visual
sad… Isa ka teaching strategy man gud
sa literature mao jud ni more on
ginagamit nila.” [ I can say that maám
teaches using visuals, and for the other
subject is a Visual teaching strategy as
well. One of the teaching strategies in
the literature, this what they are using.]
- SP7
Thus, visual learners comprehend and retain
knowledge better when they can see it. They are the ones who
would like to have information presented visually rather than
in a textual style. Students who learn this way pay great
attention to detail and body language. They frequently
construct situations in their imaginations to help them
assimilate the knowledge more effectively and efficiently.
Thus, graphic displays such as charts, illustrations, graphs,
diagrams, demonstrations, and animated videos are more
effective for visual learners when it comes to learning.
Therefore, all symbolic arrows, circles, hierarchies, and other
signs that individuals employ to denote what may have been
communicated in words are included in the visual preference.
It has to do with how data is presented in charts, graphs, maps,
and flowcharts (VARK Learn Limited, 2023).
Technology Integration. The student participants
mentioned that teachers employed active learning activities in
their major courses by making use of technology. Thus,
making them active and keeping the class discussions
engaging throughout their major subject's learning and
teaching process.
“I think the teaching strategies used are
fostering collaboration, scaffolding,
adapting to the digital age, and
promoting active learning in the
classroom.” - SP13
“Most of my teachers use visual
presentations during class discussions
and as well as formative assessments
such as recitation and through giving us
task or project-based activities” - SP5
“Most of my subject teachers used
inquiry-based learning and the use of
technology to keep us actively engaged
towards our learning.” - SP1
However, the teacher-participant 1 teaching strategy
in the major subjects includes the Reading teaching strategy
while teacher-participant 2 focuses more on the Kinesthetic
teaching strategy, as mentioned during the interview. The
teacher Participant 1 allowed the students to read the passages
from the literature as they embarked on their voyage in the
major subject for them to understand and absorb the
information. Thus, making the strategy suitable for the course
curriculum. Furthermore, teacher Participant 2 grouped the
students to understand and absorb the information by
brainstorming i.e., Collaborative learning strategy. Hence,
allowing the students to collaborate with one another to
complete the given task to the best of their abilities.
“So, sa atung subject in Survey of
American Literature, I who presented
you the lessons, especially sa Beowulf,
I’m more on presenting the story by
allowing you to read some passages, so
it’s reading.” [ In our subject Survey of
American Literature, I presented
Beowulf by allowing you to read some
passages, so it is Reading.] - TP1
“Kining collaborative learning, under
KINESTHETIC. Kasi, more heads are
better than one. Ang akung idea, for
example, classmate ko ninyo I can share
my best idea, ikaw pud on that ideas mo
result in best answers, best result, best
performances.” [This collaborative
learning under Kinesthetic, because,
more heads are better than one. For
example, as your classmate, I can share
my best idea, likewise for you to give
the ideas that will lead you to the best
answers, results, and performances.] -
TP2
The themes extracted from student participants on
the present teaching strategies of their teachers for the major
subjects they handled do not totally match the response
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derived from the teacher participants. Thus, to provide
students with more individualized learning opportunities,
teachers must remain updated on the many approaches and
tools out there.
It is critical for teachers to stay informed and up to
date on the various approaches and tools available in order to
provide students with more individualized learning
opportunities. Teachers can effectively adapt their teaching
methods to meet the diverse needs and preferences of their
students if they continue to expand their knowledge and skills.
Furthermore, understanding the various types of learners
present in the classroom is critical for creating a differentiated
educational environment. Each student has different learning
preferences, and by recognizing and addressing these
differences, teachers can tailor their lessons to each learner's
specific needs. This strategy, known as differentiation,
promotes a more inclusive and engaging learning
environment, increasing student motivation and overall
academic success.
Additionally, understanding the several kinds of
learners that are present in our classroom is essential to being
able to differentiate our education. When differentiating,
lessons are tailored around the unique learning preferences of
each student. Thus, the VARK preference can be utilized to
assist teachers in creating extra, efficient learning and
communication methods (VARK Strategies - VARK, 2014).
3.3 Students' Preferred Teaching Strategies in Class
Discussions
The researchers have probed further into
determining the students’ preferred learning strategies for
learning their major courses. Accordingly, several themes
emerged based on the responses gathered from the one-on-one
interview on their preferred teaching strategies for their major
subjects. These themes were Visual presentations, Hands-on
experience, and Multimodal learning preferences. Thus,
based on the responses, several students preferred the Visual
teaching strategy for their major subjects, followed by
Kinesthetic.
Visual presentations. The student participants
responded during the one-on-one interview that they preferred
presenting the topics visually. Hence, it is one of the themes
that emerged.
“The teaching strategy of my teacher
that I prefer is through providing visual
aids because I prefer to see things to
understand them better.” - SP4
“I think my preferred teaching strategy
for our major subjects is to focus more
on visualizing and presenting the topic
that has been discussed.” - SP5
“Since most of my majors is all about
literature, I preferred Visual learning
method like watching videos or looking
at images, such as graphics or
diagrams, to understand the lesson
effectively.” [Since most of my majors
are about literature, I preferred Visual
learning methods like watching videos
or looking at images, such as graphics
or diagrams, to understand the lesson
effectively.] - SP7
“I think, we students tend to prefer
teaching strategies focusing more on
visualizing and presenting the
discussed topics.” - SP11
The visual presentations were utilized by the teacher
in the major subjects as mentioned by the student participants.
The aforementioned teaching strategy was also preferred by
the students and was also present in the existing strategies
utilized by the teachers. Hence, the aforementioned preferred
teaching strategy of the students was accommodated by the
teachers. Although teachers act as coaches and learning
facilitators while maintaining their authority position, they
should consider their students' preferred learning strategy for
their approach to be effective. Thus, learning styles play an
essential role in how the teacher demonstrates knowledge so
that students can easily understand what is being taught
(Busilaoco & Lao, 2014).
Hands-on experience. The student participants
preferred to learn and absorb information in their major
courses by doing something i.e., by having hands-on
experiences as responded during the one-on-one interview,
which lead the researchers to come up with the
aforementioned theme.
“I learn best when I manipulate or
touch material to learn. So, my prefer
strategies in major courses for effective
learning is Kinesthetic.” [I learn best
when I manipulate or touch material to
learn. So, my preferred strategy in
major courses for effective learning is
Kinesthetic.] - SP2
“Lectures and hands-on activities
related to the subject” - SP10
“I learn most effectively through
kinesthetic approaches. I benefit from
engaging in practical, hands-on
experiences.” - SP12
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Half of the student participants mentioned that
Visual and Kinesthetic approaches are their preferred
teaching methods for their major subjects. They opt for visual
presentations and hands-on experiences when learning
English. Thus, understanding a student's learning style can
assist educators in tailoring their teaching methods to meet the
needs of individual students better, resulting in better learning
outcomes (Yazici, 2016).
Multimodal learning. Some student participants
mentioned that they preferred various teaching methods for
their major courses. These students preferred a combination
of at least two of the VARK learning sensory modalities when
their teachers present the topic in their major courses.
“For me, I prefer all the VARK teaching
styles since it allows me to meet my
learning needs.” - SP3
“I prefer Kinesthetic ug Visual kay diha
ko maka dali ug sabot sa discussion.” [I
prefer Kinesthetic and Visual because it
allows me to easily understand the
discussion.] - SP7
“I find that I learn most effectively
through a combination of Auditory and
Kinesthetic approaches. I enjoy
listening to lectures or discussions, and
I also benefit from engaging in
practical, hands-on experiences.” -
SP13
The student participants have different preferences
when it comes to learning styles. However, it is widely
accepted that the best way to meet their learning needs is to
combine a variety of teaching methods based on the VARK
model (Visual, Auditory, Reading/Writing, and Kinesthetic).
Subsequently, even their teachers have mentioned
that Visual, Kinesthetic, and Multimodal teaching strategies
are what the BSEd-English third-year students are most
responsive to during their class discussions in the major
subjects they are handling.
“They are most responsive to if they are
gonna be ask to perform something, so
I guess, that catches their interest and
also they will be encourage to do, kay
wala mn pud silay mahimo…so if they
are performing something like kuan
they have to… that teaching strategy is
what the students are most responsive
to.” [They are most responsive to if they
are gonna ask to perform something, so
I guess that catches their interest, and
they will be encouraged to do it because
they do not have a choice. If they are
performing something, then they really
have to…I guess that teaching strategy
is what the students are most responsive
to.] - TP1
“…Using technology or VISUAL or
AURAL teaching strategies those are
the strategies that I am utilizing in
which the students are most responsive
to...” [Using technology or Visual or
Aural teaching strategies, those are the
strategies I am utilizing in which the
students are most responsive.] - TP2
Undoubtedly, when the teacher-participants
employed the preferred teaching strategies of the student
participants, they tend to be more responsive and active
during the teaching and learning process. Therefore, this
implies that when students’ preferred teaching strategies are
catered to in the classroom, hence, active participation comes
after. It is clear that students absorb and process information
in a variety of ways, emphasizing the importance of adapting
pedagogical approaches accordingly. Teachers who
understand their students' preferred learning styles are better
able to tailor their instructional methods, resulting in higher-
quality instruction.
Information is taken in and processed by students in
several ways. Thus, pedagogy ought to change in response.
Teachers' awareness of students' preferred learning methods
is key to improved teaching and learning. procedures,
resulting in higher-quality instruction (Timsina et al., 2021).
3.4 Teachers' Means of Accommodating Students'
Learning Preferences in Major Subjects
Based on the data gathered from the student
participants, the teachers accommodate the students' learning
styles for their major subjects. Thus, several themes emerged:
Complementing strategies with students’ learning styles. and
the Variation of activities to target different learning
preferences.
Complementing strategies with students’ learning
styles. Based on the data gathered from the interview
conducted, almost half of the student participants alluded that
their learning styles were accommodated by their teachers in
major courses by employing teaching strategies that
complement their learning preferences.
“... my teachers on my major subjects
used strategies to cater to the different
learning styles of each learner…” - SP2
“I think one of my major teachers gina
consider jud nya ug unsang learning
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styles sa naku ug akung mga
classmates.” [I think one of my teachers
in the major considers my learning style
as well as my classmates.] - SP4
“...naga consider ang teacher in a way
nga like sa atung every Tuesday natu
mangutana si ma’am ug unsa atung
learning style or what way ta maka
learn…” […the teacher considers in a
way that like in our Tuesday class
schedule in which the teacher asked
what are our learning styles or in what
way we can learn…] - SP7
“She will use different teaching
strategies so I can do better next
activity/session.” - SP8
“Since our preferred learning style is
through kinesthetics, our teachers are
always trying their best to perform
hands-on activities or demonstrations
for us further to acquire learning and
knowledge in our everyday topic.” -
SP10
The students mentioned that their teachers used
teaching strategies that suit their learning styles. These
learning styles are generally acknowledged in education as a
strategy to promote the concept that every student learns in
various ways. It is not a teaching prescription, but they
scaffold a teacher in recognizing a student's preferred method
of processing and retaining information. According to Yazici
(2016), some students prefer visual aids, while others prefer
auditory or kinesthetic learning methods. Thus, understanding
a student's learning style can assist educators in tailoring their
teaching methods to meet the needs of individual students
better, resulting in better learning outcomes.
The teacher participants have further mentioned that
they incorporate activities and assessments that best suit the
students’ cognition and learning style after they observed and
identified the students’ learning preferences. They cater to the
needs of the students by keeping the activities aligned with
students’ learning styles and by tailoring their assessments
accordingly.
“First, before you can identify what
teaching strategy to use…you also
identify your students napud.” [ Before
you can identify what teaching strategy
to use, you need to identify and observe
first your students.] - TP1
“For example, Nakita man ta mo na
pero sa VARK kay naa man ninyu
tanan, magaleng mo tanan. Kuhang
kuha nyo.” [For example, I have
observed you already; however, based
on the VARK, you possessed all four
sensory modalities. You are all good.
You all got it!] - TP2
The teacher-participants elucidate their own means
of accommodating the learning preferences of the student-
participants during the one-on-one interview about the
teachers’ accommodation of the students’ learning
preferences for their major courses.
They explained that to better accommodate the
students’ learning styles, the students must be under
observation first to identify their learning preferences. This
will further help the teacher to adjust and tailor their
instruction and modify their teaching strategy to better
accommodate the students’ learning preferences in the major
courses they handle.
Variation of activities. Some of the student
participants bring up that their teachers administered several
activities and assessments that supplement and cater to their
varying learning styles.
“...they used differentiated strategies
nga gi consider ang different learning
styles sa ilang students. They
understand the different learning styles
and tailor their teaching strategy to suit
the students.” [They used differentiated
strategies that considered the different
learning styles of their students. They
understand the different learning styles
and tailor their teaching strategy to suit
the students.] - SP2
“...they use or make different activities
that target different learning styles.” -
SP5
It is clear that the educators or teachers in question
have a thorough understanding of the various learning styles
present among their students. They have demonstrated a
commitment to creating a supportive and inclusive learning
environment through the use of differentiated strategies and
activities. These educators can tailor their teaching
approaches to their students' individual needs and preferences
by recognizing and considering their students' individual
needs and preferences.
Teachers play a critical role in creating an inclusive
and effective learning environment for their students in
today's dynamic educational environment. They are
constantly striving to understand and respond to the unique
needs of each learner, ensuring that each student can reach
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their full potential. One critical component of this process is
the incorporation of activities and assessments that are
appropriate for the students' cognition and learning style.
“...you also identify your students
napud so if you observe na your
students learns best kinesthetically then
perhaps you can incorporate some
performances…” [...you have to
observe your students. So, if you
observe that your students learn best
kinesthetically, then perhaps you can
incorporate some performances…] -
TP1
“...diba lain-lain man ko ug pamaagi
naku how I give a question, how I let
you answer the questions so, I can see
there them most useful the uses of
VARK. Different learning styles, the
four of them are considered well so that
your needs were met at the time.” [I
have differentiated ways in which I give
a question and how I let you answer the
questions. So, I can see the most useful
uses of VARK. The four learning styles
are considered well so that your needs
were met at the time.] - TP2
The various learning styles displayed by students, as
well as the various teaching strategies employed by teachers,
play a critical role in determining a student's academic
success. Recognizing and addressing the mismatch between
teaching methods and students' learning preferences is critical
for effective education. To meet the individual needs of each
student, teachers must have a repertoire of teaching methods
and actively identify and use their students' preferred learning
styles. Teachers can create a more inclusive and
accommodating learning environment for all students by
doing so. The incorporation of student-centered instructional
approaches benefits not only individual students but also the
overall success of the program and the classroom as a whole.
Learning is a continuous process, and a process is a
series of actions that culminate in a result. Learning barriers
can cause the learning process to stall or stop in this situation.
An effective learning strategy, on the other hand, can
overcome those barriers and create learning that is tailored to
the learner. The mismatch in the teaching-learning approach
is one of these barriers. This barrier may be caused by an
incorrect application of methods, techniques, and strategies to
the learners. Recognizing a learner's learning style can lead to
more effective learning (Cabual, 2021).
Consequently, the themes acquired from the student
participants of this study were parallel to the teachers’
responses. That proves that when teachers are better equipped
to meet the individual learning demands of each student when
they are aware of the features of various learning styles and
the corresponding teaching tactics. Furthermore, the
alignment of themes between teachers and students suggests
that effective teaching strategies extend beyond information
dissemination. Rather, it entails forging meaningful links
between instructional methods and students' preferred
learning styles. Teachers can improve comprehension,
retention, and overall academic performance by using a
variety of teaching techniques that cater to different
modalities and preferences.
This is crucial for developing engaging classroom
experiences and assisting students in remembering what they
have learned. It is crucial to maintain flexibility in how the
lesson is presented. Thus, a teaching method considering
varied learning styles guarantees that all learners are included
(Kennedy, 2022).
3.5 Recommendations to Better Accommodate Students'
Preferences in Learning English
Teachers play a critical role in creating inclusive and
effective learning environments for their students in the ever-
changing landscape of education. Each student has a unique
set of abilities, preferences, and learning styles that can
greatly influence their educational experience. Recognizing
this, educators are increasingly focusing on identifying
students' learning styles and tailoring instruction to their
diverse needs. The VARK model, which divides learners into
four sensory modalities (visual, auditory, reading/writing, and
kinesthetic), is a popular framework used by teachers.
Understanding students' learning styles within these
modalities allows teachers to provide differentiated
instruction and activities that improve learning outcomes and
promote student engagement.
Based on the students' perspectives about better
accommodation of their learning preferences in learning
English based on VARK. The following themes emerged:
Matching students’ preferred teaching strategies and Keeping
the teaching strategies aligned with the students’ learning
styles.
Matching students’ preferred teaching strategies.
At the minimum, two of the student participants broached that
teachers must engage their learning styles and preferred
teaching strategy to accommodate better their preferences in
learning English based on the four sensory modalities of
VARK.
“My recommendation is that future
English teachers must be aware that the
field of English is very important, and
teachers must have a good preparation
to effectively engage of the English
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learners so that they can accommodate
the learning preference of us students.”
- SP1
“A teacher must engage the student in
having a conversation about the subject
matter so that the teacher can cater to
or accommodate the student’s
preferences in learning.” - SP2
Engaging their learning preferences and preferred
teaching strategies were suggested by the students to better
accommodate their learning preferences in studying their
major courses. According to one study by Zhou (2011),
students choose to absorb and process information in various
ways, such as through listening and seeing, reflecting on their
actions and acting on those reflections, and using logic and
intuition for reasoning, analyzing, and visualizing. Thus, the
compatibility of the students and the teacher's learning and
teaching styles also affect how much a student can learn. The
researchers conclude that teachers must be aware of their
student's preferred learning styles in teaching English since
this information will enable them to tailor their lesson plans
to each student's needs at different phases of their learning
process.
Teacher participants also suggested that employing
differentiated instruction and activities was essential to better
accommodate and engage the students’ preferred teaching
strategies in learning English based on the four sensory
modalities of VARK they belong to.
“The teacher may also administer a
posttest and pretest to accommodate the
four sensory modalities of VARK.” -
TP1
“...if they are all Kinesthetic in that
group; if you have something for them
to work then there should be a
differentiated instruction that belongs
to that group which is Kinesthetic…” -
TP2
Thus, teachers can create a classroom environment
that caters to the individual needs of each student by
acknowledging these variations in learning styles. This not
only improves their learning experience but also fosters a
sense of inclusivity and engagement. When students are
actively involved in their studies, they become more
motivated, enthusiastic, and willing to try new things. This
involvement leads to improved academic performance and a
better understanding of the subject matter.
According to Boender (n.d.), they need to be aware
that every student has a unique learning style. Learning styles
vary among students, with some preferring auditory, others
kinesthetic, and others visual. Students are more likely to
succeed in the classroom if they are more involved in their
studies. To fulfill each student's specific needs, teachers
should be aware of the different learning styles and be able to
provide them with a range of learning opportunities.
Keeping the teaching strategies aligned with the
students’ learning styles. No less than two student participants
suggest that teachers must keep their teaching strategies
aligned with their learning styles to better accommodate their
learning preferences based on VARK sensory modalities.
“I think it will be better if ang teaching
strategy sa mga maestra is align siya sa
learning style based on VARK sa mga
studyante…” [I think it would be better
if the teaching strategy of the teacher is
aligned to my learning style based on
VARK and the students…] - SP4
“Get to know more of the students and
observe on which styles they prefer and
excel the most when it is being utilized.”
- SP11
Even teachers have suggested that identifying the
students’ learning styles to match their preferred teaching and
giving differentiated instruction. The teacher participants
suggest that to better accommodate the students’ preferences
in learning English based on VARK, hence, their learning
styles and preferences must be identified first. Thus, the
quoted transcripts are hereunder.
“…first , i guess for me you need to ask
your students na okay class what are
your preferred learning style do you
prefer nga visual you will be presented
with pictures, images or do you prefer
nga its aural you will hear …for me will
that is one of my recommendation ask
your students or kuan make a poll
siguro ask easy as that naa gani na siya
sa messenger you have to put that
four…” [...first, I guess for me, you
need to ask your students about their
preferred learning style, do you prefer
visual? you will be presented with
pictures, images or do you prefer that it
is aural? You will hear and then
ask…so, maybe for me, that is one of
my recommendations, ask your students
or make a poll, maybe as easy as that,
that can be found even in messenger,
you have to put that four…] - TP1
“…I have 30 students dapat kanang 30
naku nga estudyante aku na silang ma
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diagnose kung aha sila ma belong, kay
dili man parehas ug mastery diba naay
bata nga magaleng sa KINESTHETIC.
Naa pud sa READ/WRITE… so,
importante kaayu sa classroom ma
identify naku sila kung asa sila nga
nabelong para ma master nila…” […I
have 30 students, those 30 students of
mine, I should diagnose them or
categorize where they really belong
because they do not have the same level
of mastery, there is a student that is
good in Kinesthetic… thus, it is
essential in the classroom for me to
identify my students, so that they can
master it…] - TP2
The various learning styles acknowledge the
existence of learner diversity and emphasize the importance
of understanding and accommodating different learning
styles. Teachers can improve their students' learning
experiences by recognizing and utilizing their unique skills
and preferences. While taking notes may benefit some
students, others may benefit more from active listening or
visual aids such as charts and graphs. It is critical to recognize
that individuals do not all have the same learning style and
their preferences can vary across contexts. Although students
can use multiple learning styles depending on the situation,
they frequently prefer one or two. As a result, educators must
strive to create inclusive learning environments that
accommodate a variety of learning styles.
According to Shier (2020), learning styles are one
theory that considers learner diversity, which helps
understand the various learning styles. Knowing and utilizing
the students' skills to improve learning may also be helpful for
teachers. While some students like to take notes, others may
find that listening to the teacher helps them learn more. On
the flip side, one student learns better by reading a book, while
another gets the most out of the charts, graphs, and pictures
the teacher shows them during a lecture. Thus, it is significant
to remember that individuals may not have a common style.
Although students can employ a variety of styles in various
contexts, they frequently prefer one or two types.
Educators who recognize and accommodate
different learning styles foster a sense of inclusivity in the
classroom. Students are no longer constrained by a one-size-
fits-all approach, but rather empowered to engage with the
material in ways that best suit their individual learning
preferences. An inclusive classroom environment ensures that
all students feel valued and supported, whether they are visual
learners who thrive on visual aids, kinesthetic learners who
benefit from hands-on activities, or auditory learners who
absorb information through listening.
4 CONCLUSION
The researchers concluded that the research participants
described their experiences and observations in their major
subjects' class discussions throughout their voyage in learning
English.
The VARK learning style questionnaire version 8.01 by
Fleming in 1987 revealed that students have distinct learning
styles based on their sensory modalities. Aural, Kinesthetic,
and Multimodal learning styles are prevalent among BSEd
English third-year students, with some students not entirely
aware of their preferences. However, the themes of students'
preferred teaching strategies matched the results, making the
questionnaire vital for predicting and determining students'
preferred teaching strategies. The theory of Multiple
Intelligences and learning styles are interrelated, as
understanding the different types of intelligence in students
can help teachers choose the best learning approach.
Multimedia presentations can enhance problem-solving
skills, cultivate optimism, and explore a broader range of
learning. Identifying students' learning styles and considering
multiple types of intelligence can make the teaching process
more engaging and effective.
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