Learning Styles Based on the VARK Model and their Relationship with Academic Achievement among Students at the Faculty of Physical Education, Al-Marj

Abstract

This study aimed to identify the predominant learning styles among students of the Faculty of Physical Education in Al-Marj according to the VARK model, and to examine differences in learning style scores attributed to academic department and academic achievement. The study adopted a descriptive research design and involved a sample of 48 undergraduate students representing the different academic departments within the faculty. Data were collected using the VARK Learning Styles Questionnaire, which assesses four learning preferences: Visual (V), Aural (A), Read/Write (R), and Kinesthetic (K). The findings revealed that the Read/Write learning style was the most preferred among the participants, followed by the Kinesthetic, Aural, and Visual learning styles, respectively. Furthermore, the results indicated no statistically significant differences in learning style scores attributable to either academic department or academic achievement, suggesting a considerable degree of similarity in learning preferences among the participants. Based on these findings, the study recommends adopting diversified teaching strategies that accommodate different learning styles, avoiding reliance on a single instructional approach, and encouraging further research across different educational settings to investigate the relationship between learning styles and other academic and educational variables.