Influence of applying VARK learning styles on enhancing teaching skills: application of learning theories

Abstract

BACKGROUND: Social media in our networks have been exploited as dynamic learning tools and free platforms. AIMS: The main objective of this study is to determine the impact of VARK learning styles (visual (V), aural (A), read/write (R), and kinesthetic (K)) in enhancing parasitological laboratory skills using social media and various learning theories. METHODS: A research sample of 100 chemists working in Mega Alfa labs underwent online learning of laboratory parasitology skills via Facebook posts and WhatsApp dictated messages for an average of 7 weeks. All posts served various VARK learning styles and were designed based on Zeigarnik's effect (conducting information with tactical breaks), memory storage and retrieval strength theories (repetition of information). Trainees were classified according to their VARK learning style preferences and were evaluated through pre/post-tests. Data on VARK learning styles were summarized using frequency (count) and relative frequency (percentage). Data of pre-test and post-test scores were summarized using mean and standard deviation. T-test was used to compare pre-test and post-test scores. The difference between the pre-test results, the post-test results and the preferred learning style was analyzed using ANOVA with Tukey's post-hoc testing. P-values less than 0.05 were considered statistically significant. RESULTS: In a total of 100 trainees, tri-modal and multimodal learning styles were preferred by 40% and 30% of the trainees respectively; on the contrary, the unimodal and bimodal learning styles were the least preferred. In the trimodal and multimodal groups, the post-test results showed significant increase when compared with the pre-test results. Also, using the ANOVA test and a Tukey's post-hoc comparison, the assemblage of multiple learning styles (tri-modal and multimodal) appeared to significantly improve the learning performance in the post-test results when compared with the unimodal and bimodal groups. CONCLUSION: The tri-modal and multimodal learning styles were found to influence the acquirement of the laboratory parasitology skills much better than the unimodal and bimodal learning styles. Kinesthetic learning should have a special emphasis in training.

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