Students Learning Style by Using Neil Fleming’s Vark Model and Inventory

Jumrah,; Paturusi, Muhammad Arif; Maharida,

doi:10.56983/jlta.v2i1.71

Cited by 4 publications

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“…These results are in agreement with the findings conducted by (Niga & Janggo, 2022;Siddiquei & Khalid, 2022) which revealed that visual learning style was typically preferred among all the learning styles of students. These results are also consistent with the findings of (Jumrah, 2022;Rasdi & Rusli, 2023) which showed that the most common of the learning styles of students was visual learning. Similarly, (Dakay et al, 2023) also confirmed that based on the data, the learning style of the students' majority was visual students.…”

Section: Findings and Discussionsupporting

confidence: 92%

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Rahmatika,

Azmar,

Fajriawan

2024

edulangue

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Every student possesses individual learning styles, making it crucial to examine their preferred approaches as a means of designing courses and implementing effective instructional methods. The aim of this research endeavor was to identify the predominant learning style among junior high school students, along with discerning any gender-related associations with specific learning styles. Employing a descriptive quantitative research methodology, data were collected from 97 participants via non-cognitive diagnostic assessments. The results revealed that the visual learning style emerged as the most favored choice, with a prevalence rate of 60.8%. It was followed by the auditory style (12.4%), kinesthetic style (9.3%), visual-auditory style (7.2%), visual-kinesthetic style (7.2%), and auditory-kinesthetic style (3.1%). In terms of gender distribution, a significant majority of male students exhibited a preference for the visual style (42.3%), while the visual style also predominated among female students (18.6%). These findings hold valuable implications for fostering pedagogical excellence. Based on these results, educators are strongly advised to embrace diverse teaching methods and design multifaceted activities that encompass and accommodate the different learning styles exhibited among students.

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Section: Findings and Discussionsupporting

confidence: 92%

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Rahmatika,

Azmar,

Fajriawan

2024

edulangue

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“…In this study, the instrument used was a questionnaire consisting of 20 questions. The instrument provided is an instrument adopted from (Jumrah, 2022) which deals with types of learning styles by VARK Neil Fleming. The questions given are in the form of questions to find out 4 types of student learning styles such as; visual, auditory, read/write, and kinesthetic.…”

Section: Instrumentmentioning

confidence: 99%

An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia

Hardiyanto

2023

VELES

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Learning style is one way to find out a person's most comfortable way in the learning process being carried out. In the learning process takes place, students have their learning style preferences. Learning styles have four preference models, namely VARK; visual, aural, read/write, and kinesthetic. The VARK can help students' learning style preferences in maximizing their learning style. Thus, the gap in this research is the investigation of learning styles in the English as a Second Language (ESL) context. The purposes of this study were to find out; (1) the learning styles employed by students and (2) the dominant learning style employed by the students in Sekolah Indonesia Kuala Lumpur, Malaysia in learning English. This research used a descriptive quantitative research method that deals with the types of learning styles by VARK Neil Fleming. The total participants of the research were 28 students. The findings showed that (1) it was found that in the ESL context, students prefer to use two learning style preferences, namely; unimodal and bimodal, and (2) students predominantly used the kinesthetic learning style. The current findings implied that ESL teachers should provide English learning activities which is able to trigger students to engage directly in the process of teaching and learning in the classroom so that they can use their learning style maximally. Furthermore, the teaching process should emphasize on students—centered learning in order that students will be easier in reaching the objectives of Learning English in ESL context.

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Procrastinação acadêmica, comportamento intensivo e estilos de aprendizagem de alunos da 7ª série da Pacita Complex National High School Filipinas

Rosshiela Sheera S,

Yango

2024

Div Journ

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Academic procrastination is a common challenge. High school is a critical period where students are introduced to more complex and demanding academic tasks. The transition from middle school to high school may bring about increased academic pressure, and students may struggle to manage their time effectively (Belmonte, 2019). Cramming behavior, often a direct consequence of procrastination, is a phenomenon that has become ingrained in academic culture, their efficacy in promoting long-term retention and understanding in the long run (Chew, 2021). People have diverse learning styles, and understanding these styles can enhance the effectiveness of education and training. One popular framework categorizes learners into four models which include the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic), which adds a dimension for those who prefer reading and writing as their primary mode of learning. The goal of this study was to explore academic procrastination, cramming behavior and learning style of Grade 7 students of Pacita Complex National High School , to probe the relationship between academic procrastination and cramming behavior, academic procrastination and learning style, cramming behavior and learning and examined the predictive ability of academic procrastination and cramming behavior, taken singly or in combination, of respondents’ learning style of Grade 7 students of Pacita Complex National High School. The findings revealed that the over-all weighted mean of 2.39 revealed that the respondents do not procrastinate in terms of academics. On the other hand, an over-all weighted mean of 2.47. Furthermore, the study revealed that the respondents have “less manifested” cramming behavior. In addition, the learning style of the students was Kinesthetic with a total score of 670. Moreover, academic procrastination was not significant to cramming behavior with a p-values .128, .133 and .296 respectively, as well as academic procrastination and learning style was also not significant to learning style with a p-values of .894, .222, .336 and .670 respectively. Also, cramming behavior was not significant to learning style with of .733, .322 and .053 It implied that these predictors were not highly contributors to students learning style. This study is believed to be a beneficial reference to educators, school administrators and students.

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Students Learning Style by Using Neil Fleming’s Vark Model and Inventory

Cited by 4 publications

References 0 publications

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia

Procrastinação acadêmica, comportamento intensivo e estilos de aprendizagem de alunos da 7ª série da Pacita Complex National High School Filipinas

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