Examining Actual and Perceived VARK Learning Preferences Among Secondary Students in Malaysia

Abstract

Aims/Purpose: The main objectives of this study were to assess whether students' perceptions of their learning preferences were aligned with their actual learning preferences and to evaluate the extent of their metacognitive awareness in this regard. The study aimed to evaluate secondary school students' awareness of their personal learning preferences as framed by the VARK model, which categorizes learning styles into four modalities: Visual, Aural, Read/Write, and Kinesthetic.

Methodology: A quantitative analysis was conducted to determine the correlations between students' perceived learning preferences and their actual preferences. Statistical methods, including Chi-Square tests, were applied to evaluate the strength and significance of these relationships. Data were collected from a convenience sample of secondary school students, with a slight overrepresentation of female and lower-secondary students drawn from a single educational institution in Malaysia.

Findings: The findings revealed a nuanced picture of metacognitive awareness among students. No significant correlations were found between perceived and actual learning preferences in the Read/Write and Kinesthetic modalities. This lack of association indicated a low alignment between students' preferred learning modes and their actual preferences in these two categories. Such matches between perceived and actual preferences for Read/Write and Kinesthetic modalities were likely due to chance rather than genuine metacognitive insight. Consequently, the null hypothesis—that there was no relationship between perceived and actual learning preferences—could not be rejected for these two modalities.

Significant positive relationships were observed for the Visual and Aural learning modes. Students exhibited a higher level of metacognitive awareness when recognizing their preferences for learning through visual and auditory means. Therefore, the null hypothesis was rejected for the Visual and Aural modalities, implying that students' self-perceptions in these domains were more accurate and reflected their learning preferences.

Gender differences emerged as an essential factor in metacognitive awareness. Female participants demonstrated a slightly higher level of cognitive insight, with significant correlations identified between perceived and actual learning preferences for the Visual and Aural modes. By contrast, male participants showed no statistically significant alignment for any learning modalities, suggesting comparatively lower metacognitive awareness among males in this sample.

Educational level also appeared to influence awareness. Only the Visual learning mode displayed a statistically significant relationship among lower secondary students between perceived and actual preferences. The Aural mode approached significance (p = .057) but did not reach conventional levels. No significant correlations were found among upper secondary students for any learning mode, indicating a possible decline or variability in metacognitive awareness as students progress through secondary education.

When examining the overall concordance between perceived and actual learning preferences across the entire sample, 75.7% of participants showed weak alignment. Only 13.6% of the participants demonstrated complete alignment, and 10.7% of participants had no alignment. These findings highlighted a concerning portion of students who lack metacognitive awareness of their learning styles.

Contribution/Impact on Society: This study helps students become aware of their perceived and actual learning styles, promoting self-awareness and giving them a sense of control over their learning. Recognizing personal learning preferences—such as those identified in the VARK model—can also improve learning outcomes. Belief in their own abilities is a key to overcoming challenges and achieving academic success.

School personnel, such as administrators, educational policymakers, and teachers, may benefit from this study of students' learning styles. Its findings can inform the development of more effective curricula, teaching strategies, and programs that better support student success.

Additionally, parents or caregivers can use this information to guide their children's education. By understanding their children's unique learning styles, parents can provide more meaningful support and foster a home environment that complements their educational needs.

Research Limitations: While this study contributes valuable insights, it was subject to several limitations. The convenience sampling method and the focus on a single institution reduced the generalizability of the findings. The sample was skewed towards females and lower secondary students, which may have influenced the observed trends.

Recommendations: Students generally demonstrate limited awareness of their learning preferences, particularly male students, which may negatively impact their academic performance. Therefore, learning style frameworks should be used to encourage students to reflect critically on how they learn and to experiment with diverse strategies rather than pigeonholing them into fixed categories.

Teachers should use learning style models as starting points for discussions, encouraging students to explore and reflect on their learning processes and promote flexibility rather than fixed labeling. Regular professional development should be provided for educators on the practical, evidence-based use of learning styles to enhance metacognitive skills rather than simply categorizing learners.

Future Research: Future research should include more diverse and randomized samples across multiple educational contexts to validate and extend these findings.  Given the gender disparities identified, further research is also warranted to examine the underlying causes of these differences, potentially involving psychological, social, or cultural factors.

Since metacognition is closely linked to self-regulation, understanding the factors contributing to lower metacognitive awareness is critical. Future investigations should explore how educational interventions can nurture and improve metacognitive skills, including applying learning style models like VARK.

The scope of future research should be broadened to investigate how learning preference awareness interacts with demographic factors such as age, gender, and cultural background. Longitudinal studies could provide valuable insights into how metacognitive awareness evolves with targeted interventions over time.