Preferred Learning Strategies
- Discussions and critical evaluations of the information.
- Reorganization of ideas in a clear and concise written form.
- Reorganization of ideas using flowcharts, tables, and visual clues.
- Reciting the difficult passage and reading aloud for additional concentration.
- Discussion of the received information as well as its interpretation with peers.
- Visualizing the conversation with the examiner and challenging existing assumption with an imaginary interlocutor.
- Using symbols in the process of making notes.
- Taking additional steps to verify information from a different perspective and using different delivery means.
Comparison with Suggested Strategies
Since the results of the VARK questionnaire indicate multimodal approach as a preferred learning style, it can be said that all of the identified preferred strategies have intersection points with those listed on the website. The most reliable indicator of the prevalence is the score assigned to each domain. The VARK results section suggests 8 points for both kinesthetic and aural strategies, followed by seven for reading/write and five for visual. Thus, it would be logical to exclude the latter and focus on the first two. The strategies of vocalizing the perception of information to peers and imagined conversation clearly fall into the aural domain. However, it contains several strategies clearly absent from the section above.
The kinesthetic section has more matches and is more aligned with a preferred learning philosophy of trial and error as well as a hands-on approach. The read/write approach has a single match with the section above and lists numerous techniques that are rarely or never used by the respondent, despite being one point behind the most popular ones. Finally, the visual style has several strategies that coincide with those listed in the paper, including rewriting the notes using the schemes and visual aids and substituting words or phrases with designated symbols. In addition, other strategies, such as looking at pages to improve memorization, are probably used subconsciously and therefore are not listed in the section above.
At the same time, the visual style has the lowest score on the results page. It is possible to interpret the results in two ways. First, it is possible that the predominant learning strategies of the respondent are in discord with those provided in the VARK recommendation section, in which case readjustment is both necessary and desirable for improved academic performance. Second, it is possible that the VARK questionnaire does not acknowledge several important variables, and the validity of the test results is therefore compromised. Additional verification is thus recommended before the adjustments are introduced.