What question did this study set out to answer?

The research aims to evaluate how effective VARK-based instructional strategies are in improving biology scores and generative thinking skills among middle school students.

April 4, 2026Open Access

The Effectiveness of A Strategy Based on VARK Learning Patterns in the Achievement of Second-Year Middle School Students in Biology and the Development of Their Generative Thinking

Key Points

The research aims to evaluate how effective VARK-based instructional strategies are in improving biology scores and generative thinking skills among middle school students.
Experimental design with two groups (experimental and control)
60 students randomly assigned to VARK-based instruction or traditional teaching
Development and validation of a multiple-choice achievement test and a generative thinking skills test
Statistical analysis comparing post-test scores of both groups
Significant differences in post-test scores favoring the VARK group in academic achievement
Enhanced generative thinking skills in the experimental group
VARK strategies proved more effective than traditional teaching methods

Abstract

Aims: This study investigates the effectiveness of an instructional strategy based on the VARK (Visual, Aural, Read/Write, Kinesthetic) learning styles model on two key outcomes: the academic achievement in biology and the development of generative thinking skills among second-grade intermediate students. It further aims to assess the comparative impact of this strategy against the conventional teaching method. Methodology: Employing an experimental design, the research utilized a two-group setup (experimental and control). A sample of 60 students was randomly assigned to both groups. The experimental group received instruction tailored to VARK learning styles, while the control group was taught using traditional methods. Two primary instruments were developed and validated: a 40-item multiple-choice achievement test and a 15-item test measuring five core generative thinking skills. The psychometric properties of both instruments—including validity, reliability, and indices of difficulty and discrimination—were established prior to implementation. Results: Statistical analyses demonstrated significant differences in post-test scores, favoring the experimental group in both academic achievement and generative thinking. These results confirm the greater effectiveness of the VARK-based strategy in enhancing student performance and fostering generative thinking compared to the traditional instructional approach. Conclusions: The findings underscore the efficacy of learner-centered strategies, particularly the VARK model, in facilitating a deeper understanding of scientific content and promoting higher-order cognitive skills. The study concludes that instruction which accommodates diverse learning styles not only increases student engagement but also more effectively cultivates generative abilities than traditional methods. Recommendations: Based on the results, the study recommends the integration of VARK-informed strategies into science curriculum design, professional development for teachers in applying these methods, and the creation of learning environments that support varied style preferences. Further research is suggested to explore the strategy's applicability across different academic subjects and educational levels.

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