VARK which stands for visual, auditory, reading and writing is among the most popular learning styles that focus on the best way for students to acquire and retain new information. Basically, Vark is an effective criterion that gives coherent information on ways of maximizing their learning. Using VARK, many students discover their preference, because it integrated information into study skills. Secondly, VARK is easy to administer because its results can have a great impact on the quality and effectiveness of the learning environment. There are for perceptual preferences measured by VARK; aural, visual, kinesthetic and read/write. However, since VARK is not a fully-fledged.
With kinesthetic, aural and visual categories one’s key points show that they are multimodal. With a score of 5 in visual, 5 aural, 12 Kinesthetic, and 3 read and write, students’ average score is good but much improvement and strategy is needed particularly in read/write categories. Seemingly, their performance in reading/writing is poor because reading and writing is extensive and common today. Because their weakest methods of learning are writing and reading, this outcome suggests that they have no preference for all information that is being relayed as words. Seemingly, they are not used to reading information from the internet and in books. Essentially, they normally write every material they come across into their own words. However, this does not seem to enable me to process and retain information as expected (Leite, 2010, p. 15).
Normally, learning styles are identified as consisting of auditory and reading, multimodal and writing preferences. The aural mode comprises of information that is either being heard or spoken. Therefore, using VARK in studies means that students are not used to reading wide ranging information in books and on the internet. Certainly, reading is a method they should adopt as it will help them process and retain all information they have acquired. Using VARKS scores, their preferred style of learning is Kinesthetic. Using Kinesthetic, they are in a position to understand and remember when they read. A good example of this was when students read, reading will help them understand and remember. For instance, their preferred way of studying is reading books and writing essays because they are in a better position to acquire and remember more information.
Use of VARK requires students to understand pretty well what the questionnaire asks of them. Essentially, the questionnaire is intended to support persons who have had problems with certain applications in education and training, sports and business, and also in learning skills. Once students have identified their learning preferences, they are in the right position to acquire more information and knowledge. Notably, Kinesthetic enables students to concentrate on using multi-sensory experiences. It is upon taking a test that they realize their strong preferences for learning to use Kinesthetic. Students would, therefore, prefer to use all senses; sight, taste, smell, and hearing. School is sometimes an uphill task as there is a lot to acquire and retain, surprisingly; students do not retain as much information as they learn. Suggestively, the reason behind this trend is because they do not have a preferred style of learning (Dallinga-Thie, 2006, p. 11).
Therefore, VARK is a learning theory that creates a platform where all students can choose their preference and style. Ideally, VARK is backed by the following principles; motivation for learning is increased and finally, concepts are learned best using various perceptions. Seemingly, use of VARK will enable students to evaluate my learning style and also develop their own strategies in order to utilize the results. Recent studies show that most of the students have preferences for multi-modal learning over one style of learning.
In most cases, a multi-modal person is believed to be content specific, which means that he/she can adapt his/her learning style because they are keen to check correct information that is presented to them. Seemingly, retaining knowledge entirely depends on the manner in which students gain knowledge as learning styles vary from individual to individual. Markedly, being in a multi-modular apprentice state assists in underpinning information, which is an advantage to the learner. In conclusion, learning can only be complete once an individual is positioned to produce knowledge gained from school, observation, and self-study. The learning style is quite a subjective matter, and there are various ways in which a person can group these learning styles. It is coherent to not that VARK is a rational and unique way of alerting learners of the many learning tactics. It gives a person plentiful discernment to various learning ideas and preferences which help to acquire and retain information. In addition, it assisted students in comprehending ways in which they should use many tactics to study (Wehrwein, 2007, p. 8).
VARK is an effective strategy that gives coherent information on ways of maximizing their learning. Use of VARK requires students to understand pretty well what the questionnaire asks of them. Essentially, the questionnaire is intended to support persons who have had problems with certain applications in education and training, sports and business, and also in learning skills. It gives a person abundant perception to various learning ideas and preferences which help to acquire and retain information. Basically, learning can only be complete when a person is in a position to produce knowledge gained from self-study, observation and educational institution. Therefore, VARK is a learning theory that creates a platform where all students can choose their preference and style. Ideally, VARK is backed by the following principles; motivation for learning is increased and finally, concepts are learned best using various perception
References
Leite, W. L., Svinicki, M., & Shi, Y. (2010). Attempted validation of the scores of the VARK: Learning styles inventory with multitrait–multimethod confirmatory factor analysis models. Educational and Psychological Measurement, 70(2), 323-339.
Dallinga-Thie, G. M., Van Tol, A., Hattori, H., Van Vark-van der Zee, L. C., Jansen, H., & Sijbrands, E. J. G. (2006). Plasma apolipoprotein A5 and triglycerides in type 2 diabetes. Diabetologia, 49(7), 1505-1511.
Wehrwein, E. A., Lujan, H. L., & DiCarlo, S. E. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiology Education, 31(2), 153-157.
