Learning Preferences (VARK) and Study Approaches (ASSIST) of Middle Secondary School Students in Relation to their Academic Performance in Science

Abstract

This cross-sectional descriptive survey investigated the learning preferences and study approaches of 259 students from grades IV to X using standardised VARK and ASSIST questionnaires. The majority of students demonstrated multimodal or quadrimodal learning preferences and adopted deep approaches to studying. No significant gender differences were observed in either learning preferences or study approaches in science. Chi-square test indicated no association between learning preferences and study approaches; however, a greater proportion of high achievers exhibited multimodal preferences combined with a deep approach. The Kruskal-Wallis H test revealed no statistically significant differences in academic performance across categories of learning preferences and study approaches. Nonetheless, the Epsilon squared test suggested a small association, with deep approaches linked to higher academic performance. These results highlight the importance of acknowledging individual differences and modifying teaching strategies to accommodate a range of learning requirements. So, educators should tailor the curriculum, teaching strategies, and activities to accommodate these differences, ultimately enhancing students’ academic success.