CORRELATING VISUAL, AUDITORY, READING AND WRITING, AND

KINESTHETIC (VARK) LEARNING STYLE MODELS TO ACADEMIC

PERFORMANCE OF THE NURSING STUDENTS OF SAN JUAN DE DIOS
EDUCATIONAL FOUNDATION INC.- COLLEGE

A Thesis Presented to the Faculty of the College of Nursing

San Juan De Dios Educational Foundation, Incorporated

2772-2774 Roxas Boulevard, Pasay City

In Partial Fulfillment
of the Requirements for the Degree
of Bachelor of Science Major in Nursing (BSN)

GROUP 3
ABILGOS, SEBASTIAN
BAUTISTA, ZIAN ANDREAEL
JAYME, NICKO
MARANAN, ALLEN
MERCADO, BEA
PUROG, KAMELLE ANNE
VELASCO, RONALD

2023
 TABLE OF CONTENTS

Table of Contents

Table of Contents i

Chapter 1 Page

1. The Problem and its Background 1

1.1 Introduction…………….….………………………………......……….…...........1

1.2. Background of the Study………………………………………………………..4

1.3. Review of Related Literature…………………………………………………..11

1.4. Theoretical Framework ………………………………………………………..22

1.5. Conceptual Framework……………………………………………...……..….39

1.6. Statement of the Problem…………….………………...…………………......44

1.7. Significance of the Study……………………………………………………....44

1.8. Scope and Limitations of the Study…………………………………………….46

1.9. Definition of Terms……………………………………..…………………….......47

CHAPTER 2 – RESEARCH METHODOLOGY

2. Research Methodology………………………………………………………….

2.1. Research Design…………………………………………………………...…..49

2.2. Population, Sample, and Sampling Technique………………..……..……...49

2.3. Research Instrument…………………………………………………...……...50

2.4. Data Gathering Procedure………………...………………………….............50

2.5. Data Analysis…………………………………………………………………...51

2.6. Ethical Considerations…………………………………………………….…...52

VI - References

VII - Appendices

VIII - List of Tables

IX - List of Figures

Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

There are various techniques when it comes to learning style or method.

With this, it served as a tool for the learners or students that helps them learn

and process information. The emphasis of learning style is on individuals'

personalized educational experiences. These can affect how the learners take in,

retain, and use that information.

One of the most utilized learning styles of the students is the Visual,

Auditory, Reading & Writing, and Kinesthetic (VARK) learning style model. The

VARK system is one of the most commonly applied learning styles in education

settings. This method was developed by Neil Fleming and Colleen Mills, in the

year 1987. VARK's learning style was modified by classifying the learners into

four variant modes and this is based on the four senses which are: visual by

seeing, auditory by hearing, reading or writing by words or texts, and kinesthetic

by practically touching or experiencing things. As stated by Cherry (2023), the

utilization of four sensory modes resulted in the characterization of different

learning approaches. As a result, the model's official name was the prefix letters

from those senses which are V, A, R, and K.

These techniques represent how students learn best. According to

Mathleaks (2022), it can help the learners to be equipped with the materials

needed in order to adapt and adjust that will suit their learning process. By

conducting a quantitative research, the objective of this study is to explore the

correlation between the utilization of the Visual, Auditory, Reading, and

Kinesthetic (VARK) learning style model on the academic performance of the

nursing students at SJDEFI, and to determine which specific mode is the most

effective among the students.

Background of the Study

Students study their review materials to prepare for their class the next

day, to be able to actively participate during lectures and recitations and to have

good remarks in their assessments such as quizzes and examinations. However,

if there is a lot of information, it can be overwhelming for the students. With that,

students build their learning style so that they will be able to easily understand

the lesson and recall the information.

Identifying the preferred learning style establishes educational initiatives. It

can influence how well students understand a topic and perform academically.

But, these styles change as time passes by. As stated by Akbar (2020), learning

preferences may change over time. It may change depending on the situation or

difficulty level so that it would fit and be suitable based on the current instances.

According to Smith (2020), studying for nursing school is different from

other types of studying. Back in high school years, anyone could retain sufficient

understanding from the lessons to do well in the exams. But in college or nursing

school, the lectures are different. It is impossible to take in all the information
being discussed and remember everything in just one sitting. There are strict

schedules to meet, laboratory procedures to master, and challenging tests to be

taken. In response to that, aside from time management, nursing students use

learning styles, so that it would go smoothly for them. And the widely used

technique is the Visual, Auditory, Reading and Writing, and Kinesthetic (VARK)

learning style. Learning in line with the VARK learning style model allows a

chance to build self-knowledge and find potential learning opportunities, resulting

in a more effective educational experience.

Various studies have been conducted to investigate the relationship

between having or using the VARK learning style and the students’ academic

performance. Results are mostly either with relationship or without relationship.

Some results presented that there is a significant relationship between the said

learning style and their academic performance. It leads to an improvement to a

student's performance after having such styles, especially if it is multimodal. They

also included other factors as their variables such as demographic status,

intelligence, behavioral traits, and psychological aspects such as attitudes, self-

esteem, and self-efficacy. But, there are also some studies that presented a

result of no significant relationship between the two. With these results, it

revealed that each learning style has its own strengths and weaknesses.

By conducting quantitative research methods through standardized VARK

survey questionnaires, the study aims to determine the preferred learning style of
the nursing students in San Juan De Dios Educational Foundation, Inc.- College.

Furthermore, this study strives to gather valuable data on how the VARK learning

style model takes part as the students’ studying technique which affects their

academic performance. It is hoped that an investigation into the relationship

between the VARK learning style, which is utilized by nursing students, and their

academic performance will be beneficial for future use by serving as a guide or

reference and providing insights and recommendations, which can help the

students to make their learning process easier and manageable.

Review of Literature

In this chapter, the researchers expound some reviews and summary of

studies which were conducted by both local and foreign researchers with the

consideration of relevancy to the research being studied in the present. These

interpretations and findings provided the researchers ideas and information to be

utilized in the research being conducted.

Learning Style

Various studies have been conducted regarding the academic

performance and some identified factors which include demographic status,

intelligence, behavioral traits, as well as psychological aspects, namely, attitudes,

self-esteem, and self-efficacy, are used to explain one’s academic performance.

Aside from the differences when it comes to their capabilities, skills, and talents,
which are not easy to change, students have their specific learning techniques

that play a role in their academic performance.

The term “learning style” is commonly used in the field of education

(Western Governor’s University, 2022). And every individual has their own

preferred learning style which helps them to study effectively. There are several

learning styles depending on how individuals understand ideas and concepts

(Arroyo et al., 2019). While for Caluza et al (2022), the term "learning style"

refers to the particular manner in which each person processes and retains

recent knowledge and talents. According to Rodriguez et al. (2022), students'

choices for their learning process are referred to as learning styles. The term

"learning styles'' is widely used to represent the approaches through which

students acquire knowledge, categorize, evaluate, draw conclusions from, and

"store" information for further reference. It allows individuals to learn and process

new information, remember it, and solve problems in their own ways (Community

College of Rhode Island, 2022). Meanwhile, according to Xing (2023), the term

"learning style" refers to a person's preferred method of absorbing,

understanding, and retaining new information as well as acquiring new skills.

These preferences can be categorized and applied to tasks that call for both

active and passive participation from students (Rodriguez et al, 2022).

The categories used for emphasizing learning styles may vary but the

underlying concept behind it remains the same, everyone has a specific style of
learning, which is known as the "preference", and students learn most effectively

when information is conveyed in a suitable style. And, being able to identify

preferred learning styles can serve as a strength for the student in which helps to

maximize their learning.

The concept of “learning styles” has gained a lot of support and

acceptance not only from the students and teachers but also among parents and

the public, in general. It is used and known, especially in the field of education,

and is being applied to kindergarten up to the graduate school levels. With

several studies that have been conducted, it is proven that every individual has

their own way of thinking and learning. Some styles may not be effective for the

other student, and vice versa. Individual distinctions matter for the academic

performance of the students. For example, one may learn effectively if there are

visual presentations (charts, graphs, diagrams, etc.). While for the others, they

think that it is more effective if they are listening to the lectures. On the other

hand, others prefer writing the ideas based on their own terms, or if they

experienced it themselves. Each mode has their distinct points, however, it is

also possible to combine one mode with another mode, especially if it makes the

learners absorb and understand information more effectively and easily.

VARK Learning Style Model

One of the most often used tools for determining someone's learning style

is the VARK model (Harappa Education, 2021). This consists of learning styles,
particularly, Visual, Auditory, Reading and Writing, and Kinesthetic. According to

Dearmer (2023), this provides a thoughtful viewpoint on the diversity among

learners. Being able to determine the chosen VARK style can help one learn

more effectively as it is useful in a wide range of situations, including academics,

work environments, and personal growth. As stated by the Asian College of

Teachers (2020), the VARK model centers around the idea that students acquire

and organize information differently from one another and have preferred

learning styles that enable them to improve the learning environment.

Additionally by Henry (2023), in the VARK model, people may prefer one or more

of these, and adapting materials to a student's learning preferences can be an

effective strategy for improving learning.

The VARK model acknowledges that each student has their own ways to

process information, referred to as “preferred learning modes”. This substantially

affects the student's ability to gather and exchange information, so it needs to be

accompanied by appropriate educational practices. With this, it provides learners

the opportunity to access materials in a way that they are familiar with and

comfortable with, which will surely improve their academic self-confidence.

There are four main categories of learners, according to the VARK

Learning criterion: visual, auditory, reading and writing, and kinesthetic.

 Visual Learning. Visual learning is the means of taking in knowledge

through visual mediums. Students who opt for visual learning learn best by

seeing (Cherry, 2023). “Visual learning refers to the process of coming to

understand information by seeing it – often, represented in graphs or films.”, as

stated by Cornell (2023). Various forms are used for presenting visual

information, including photos, flowcharts, diagrams, graphs, animated cartoons,

coloring pages, PowerPoint presentations, posters, and flashcards. As

mentioned by Indeed Editorial Team (2022), as there are a lot of visuals in a

typical classroom, such as whiteboards, overhead projections, and posters on

the walls, this setting is beneficial for those who learn visually.

As indicated by Sphero Team (2020), visual learners like analyzing and

studying things like images, diagrams, and charts that present important

information in clear order. Meanwhile, as mentioned by Roell (2019), visual

learners are the type to instinctively follows directions, can easily visualize

objects, has a strong sense of color (very color-oriented), can see the passage

from a page in a book in his or her mind, and can easily notice similarities and

differences between objects and people. This allows students a chance to come

up with their explanations by having pictures or diagrams about their

understanding of the topic. To recall, they usually use flashcards, visualize the

things that they hear or read, draw illustrations to further understand the concept

of the topic, and use color codings for the terms. Some of their characteristics

include: great observers, has a quick learning process, has a strong memory
through visual information, often good at arts, and well-organized (University of

Potomac, 2022).

Auditory Learning. Individuals who are into auditory learning become

efficient through the use of their hearing sensory or listening. “Auditory learners

are all ears.” (Flavin, 2019). According to Eads (2022), when presented verbally

rather than in writing, knowledge is more likely to be retained by auditory

learners. They prioritize talking and listening as their main methods of learning.

From Flavin (2019), they tend to say out loud or repeat new information or

knowledge they acquired. The challenges for auditory learners may include

courses that use graphs and other visual representations to convey concepts or

processing large amounts of written instructions or data (Ruha, 2023).

Their common characteristics include having a good memory for spoken

information, strong listening skills, performing well in explaining their ideas

verbally, reading assignments or directions out loud, preferring spoken directions,

and preferring having meetings, conferences, lectures, and discussions. They

are into class discussions but can be distracted by external factors such as

noise; and can solve problems by discussing them, and clarifying information by

listening before repeating it out loud. As mentioned in University of Arkansas

(2020), these learners like to talk out loud as they enjoy talking, finds difficulty in

written instructions, likes to be read to, enjoys music, whispers to themself when

reading, and enjoys having activities that relate to listening.

 Reading and Writing Learning. This type of learning is sometimes called

the second visual style, as learners prefer to read and at the same time, write, in

order to learn effectively. People who are fond of reading and writing techniques,

tend to use lists to categorize the gathered information, arrange words in an

order or format that helps them to understand easily, and opt for the conciseness

that comes with having things written down. From Community College of Rhode

Island (2022), rewriting notes and repeatedly rereading notes benefits them in

absorbing information. They choose to rewrite ideas in their own words, arrange

and organize charts or graphs into statements, and use bullet points and

numbered paragraphs.

This emphasizes the importance of understanding what is read and

keeping it in mind by writing it down. With that, it combines the senses of sight

and touch to improve the quality of learning. Reading to be able to understand

the concept before writing it down for retention (Bay Atlantic University, 2022).

Some of their characteristics may include: can remember the things that they

read and wrote down, normally enjoys reading in their free time, writes detailed

notes, and can express themselves better when writing than talking.

Kinesthetic Learning. Kinesthetic learning connects the educational

process to physical activities. In this learning style, the learner needs to feel,

move, or experience to learn effectively. As stated by the Bay Atlantic University

(2022), this is also known as a “tactile”, “hands-on”, or “physical” learning

method. Meanwhile from Dictionary.com (2021), the word “kinesthetic”, is related

to movement or sensation, particularly within the body.

Kinesthetic learners use their whole body to move and interact with their

surroundings or materials being utilized, as a part of their learning process. This

type of learning method allows the learners to acquire information using the

senses of touch, taste, smell, sight, and hearing (Jenna, 2021). It is not enough if

they are only reading the explanations and theories or watching presentations.

But instead, they can comprehend the concept of the topic if they touch or

experience it. These learners prefer to actively participate in learning activities

rather than simply listening to lessons or observing demonstrations. Some of

their characteristics may include enjoying activities in which they can join rather

than just watching; finds it easier to read or listen to directions as they go rather

than being provided with it in advance; prefers walking tours, hands on activities

instead of lectures or silent seat works; and often excel in trying new activities.

Academic Performance

The students prepare for their next classes by reviewing their learning

materials, which helps them to perform well during recitations, have good scores

on quizzes or examinations, and have good results in their academic

performance. As Vidyakala et al. (2019) stated, this is the result of learning,

which is the extent to which a learner, instructor, or institution achieves their

academic objectives. However, each teacher has their ways on how to evaluate

the students such as conducting pre- and post-assessments, to determine the

students’ level of knowledge and understanding regarding the topic, before and

after the discussion. However, according to Jurgens (2022), summative

assessment methods, such as exams, or standardized tests, are typically used to

measure academic performance. Others opt to assign students to performance

tasks, which also adds to the methods but there is no agreement on the best

evaluation method or the most important aspects that are to be considered, that

is why there are various ways that an instructor or professor can use to evaluate

the students’ academic performance.

As per Husaini & Shukor (2023), determining a student's standing in an

educational institution depends primarily on their academic performance. For Tus

(2020), academic performance represents a major aspect that influences

educational achievement. It is considered a concrete tool in order to assess the

student’s academic status and learning process. Meanwhile, as mentioned by

Vargas-Ramos et al. (2021), academic performance is the level of competence,

skill sets, and knowledge that a student has developed in the academic field; it is

frequently assessed using the grades gained in the subjects included in the

course of study plan. According to Tadese et al. (2022), academic performance

is determined by constant evaluation or overall grade point average (GPA). This

is determined as the overall grade or the total of all subject grades (Masud et al,

2019). It enables teachers and educational administrators to accurately assess

students enrolled in various classes throughout a term. It also functioned as a

message of caution to help students evaluate their performance and make the

necessary adjustments.

Synthesis

All learners are distinctive, some students may prefer a method that may

be confusing to others; some like to study alone, while others prefer having a

group discussion and group study (Chhatija, 2023). Every learner has their own

utilized method of understanding, organizing, and retention that they use

consistently. Thus, a basic idea in education states that every student has a

particular learning style, which is linked to their preferred approach to learning

(Grand Canyon University, 2020). With that, a student is more likely to do well in

class if they are more engaged with their studies. The more consistent the

students in their learning styles, results in a better academic performance. This is

because they already know how to maximize their learning materials while using

their preferred styles. It makes studying manageable despite lots of information

that needs to be absorbed. As a result, student learning outcomes are improved

when teaching matches their learning styles.

Assessing a student's learning style is particularly helpful as it promotes

attentive learning, which in turn boosts their academic performance. According to

Madu et al. (2019), it can enhance their theoretical understanding, get them

better prepared for both internal and professional examinations, and improve

their academic performance. Several studies suggested that designing learning

styles of students should be taken into consideration in educational tactics as

they are essential for problem-solving abilities and learning. Knowing the

techniques that students apply to how they absorb knowledge and their learning

styles, enables lecturers to help them progress toward a better training objective,

and attain more comprehensive critical thinking, and skills for solving problems

(Shirazi & Heidari, 2019). It's important to understand students' preferred learning

styles because course material can be modified and allows a high chance for

improved academic performance if teaching approaches and educational

materials suit individual learning styles (Mahmood et al., 2019).

VARK Learning Style Theory

The VARK Learning Style Theory was introduced by an educational

theorist Neil Fleming in 1987. His goal is to assist students and instructors in

adapting their study practices to better support students' retention of new

knowledge. According to Learning Everest (2023), this is to help in identifying the

nature of the students when they learn.

 Fleming developed a set of questions for a self-report assessment. Under

the VARK learning style, if the students answer “yes” to the question, “Does

visualizing materials or content help you retain information better?” or “Are you

able to remember it easily if you got to see the content?”, then they are most

likely to be a visual learner. They need to see the information so that they can

process it fully. For the auditory learners, they answer questions, like “Do you

prefer listening to the information instead of reading it from a module?” or “Do

you make sounds to help you retain information?”. With this type of learning, they

learn best especially when they receive or absorb the information through the

sense of hearing. For the Reading and Writing, they answer “yes” to the

questions, “Are you able to learn through creating lists, notes, and

presentations?” or “Do you find that reading a course book helps you study

better?”. These types of learners prefer reading to absorb the information and

writing to help them retain the information. For the Kinesthetic, they answer “yes”

to the questions, “Do you prefer having practical hobbies like crafting, painting,

and sports?” or “Do you think that learning through practice improves your

understanding of it?”. Such learners prefer to do the activity personally or by

having hands-on experience to understand and learn the lesson’s concept.

This framework provides a foundation for determining the predominant

learning style of nursing students from the basis of their senses such as seeing
for visual learning and reading and writing learning; hearing for auditory learning;

and touching for kinesthetic learning. This will help in determining how these

senses help the students in their learning process.

Conceptual Framework

Nursing school is renowned for its demanding and intensive educational

program, requiring aspiring nurses to demonstrate dedication, resilience, and a

strong commitment to learning. With a curriculum that combines theoretical

knowledge and practical experiences, nursing students must adapt their learning

approaches to effectively acquire the necessary skills and knowledge. This study

aims to determine the predominant learning styles adopted by nursing students

at SJDEFI and examine whether these learning styles contribute to their

academic success. Specifically, the study aims to investigate the relationship

between the VARK learning style models (visual, auditory, reading, and

kinesthetic) and the academic performance of nursing students. By analyzing

whether there is a correlation between nursing students' preferred learning styles

and their academic achievements, this research seeks to provide valuable

insights into how different learning styles may impact nursing students'

performance in their academic coursework.

 Figure 1: Showing the possible relationship between VARK learning

styles and academic performance of the nursing students.

In Figure 1, the researchers identified the VARK learning styles, on the left

frame, as the independent variables. These variables represent the different

learning styles: Visual, Auditory, Reading/Writing, and Kinesthetic. The Visual

Learning Style variable reflects the extent to which nursing students prefer and

utilize visual learning methods, such as diagrams, charts, and images. The

Auditory Learning Style pertains to individuals who prefer learning through

listening and verbal communication, such as lectures or group discussions. The

Reading/Writing Learning Style represents individuals who favor learning through

reading and writing activities, such as textbooks, notes, and written assignments.

Lastly, the Kinesthetic Learning Style represents individuals who learn best
through hands-on activities and physical experiences, such as simulations,

practical demonstrations, or role-playing exercises.

The right frame represents the dependent variable, which is the academic

performance of nursing students. The academic performance encompasses

various aspects such as grades, test scores, and overall achievement in their

academic coursework. The right frame is influenced by the left frame, which

represent the independent variables, namely the VARK learning styles. These

variables are factors that can help determine their impact on the dependent

variable.

In summary, Figure 1 presents the identification of the left frame as

independent variables, representing different learning styles: Visual, Auditory,

Reading/Writing, and Kinesthetic. These learning styles reflect the preferences

and methods of nursing students in acquiring knowledge. The right frame

represents the dependent variable, which is the academic performance of

nursing students, encompassing grades, test scores, and overall achievement.

The academic performance is influenced by the right frame, representing the

independent variables of VARK learning styles. Analyzing these variables can

help determine their impact on the dependent variable, providing insights into the

relationship between learning styles and academic performance.

Statement of the Problem

 The objective of this study is to determine the possible relationship

between the VARK learning style and the academic performance of nursing

students at San Juan De Dios Educational Foundation Inc. - College.

This research tries to answer the following specific questions:

1. What is the learning style of the nursing students as to

a. Visual

b. Auditory

c. Reading and Writing

d. Kinesthetic

2. What is the academic performance of the nursing students as to

a. Academic Achiever

b. Non- Academic achiever

3. Is there a relationship between the Visual, Auditory, Reading, and

Kinesthetic (VARK) learning style and the academic performance of the

nursing students?

Null Hypothesis

H0: There is no relationship between Visual, Auditory, Reading, and

Kinesthetic (VARK) Learning Style and academic performance of nursing

students.

Scope and Delimitation

 The general intent of this quantitative study is to find out the possible

relationship between the VARK learning style and the academic performance of

nursing students from first to fourth year nursing students in San Juan De Dios

Educational Foundation Incorporated College. 10 participants (i.e. 5 academic

achievers and 5 non-academic achievers) will be selected randomly from each

year level.

Survey questionnaires and document reviews are the research tools that

will be used to gather and verify the accuracy of the data provided by the

students. Surveys and questionnaires will contain uniform questions and will be

used to gather data about the preferred learning style of the students, how they

utilize their learning style, and its contribution to their academic performance.

The effectiveness of the different models will reflect on their performance

specifically shown in their first semestral grades in the major nursing subjects.

Document review will be used to validate the information given by the students

from the survey questionnaires if it corresponds with their official school records.

Significance of the Study

This study aimed to provide valuable information on how the learning style

Visual, Auditory, Reading and Writing, and Kinesthetic (VARK) can affect or

correlate with the academic performance of Nursing students. Furthermore, this

study will benefit the following:

 Nursing students. The visual, auditory, reading and writing, and

kinesthetic (VARK) help them to develop holistically, it could be an aid in making

them more creative, critical thinkers, develop their communication,

comprehension and collaborative skills. It may improve the academic

performance of nursing students and deepen their conceptual understanding and

also concentration in school work.

Future Researchers. The result of this research may be a basis of

further studies and can be used as related literature.

Teachers. This research may be used as a guide for the teachers to

modify strategies for the learning of the students.

Definition of Terms
The following terminology is defined operationally within the context of this study

to aid in understanding it better.

Vark Learning Style Model - It refers to the student's ability to easily

understand the lecture.

a. Visual Learning - it refers to the learning process of the student to learn

with the visual aids of the teachers.

b. Auditory Learning - it refers to the learning process of the student in the

form of active listening.

c. Reading and Writing Learning - it refers to the learning process of the

students that reads to understand and writes to keep the information in

 mind.

d. Kinesthetic Learning - it refers to the learning process of the student

that learns by being physically interactive.

Academic Performance- It pertains to the student quantifying the capability of

learning.

a. Academic achievers - students with grades 85 and above

b. Non academic achievers - students with grades 85 below

Nursing students - This refers to SJDEFI students who are enrolled in the

Bachelor of Science in Nursing course.

Good remarks - Refers to getting a good grade by having a solid grasp of the

subject matter.
 Chapter 2
METHOD OF THE STUDY

Research Design

This study will utilize a quantitative research design, specifically the

descriptive correlational method, in which the researcher examines the

relationships between variables. As stated in QuestionPro (2023), the researcher

will gather data to understand the relevant variables and determine their

relationships. One simple way of gathering data for this type of study is by the

use of survey forms or questionnaires which will be answered by the chosen

participants Another way is by acquiring the final average of the chosen

participants, which can help by serving as an overall outcome of their academic

performance for the whole semester. This method will allow the researchers to

acquire both objective and subjective data which will encompass and create

strong information relevant to the research.

The descriptive correlational research design will be applied to describe

the preferred learning styles of the nursing students, examine how they utilize

them, and determine their contribution to their academic performance. This study

considers descriptive correlational research as its research design as it primarily

concentrated on describing and determining the relationship between utilizing the

Visual, Auditory, Reading & Writing, and Kinesthetic (VARK) learning styles, and

the academic performance of the nursing students.

Sample and Sampling Technique

This research will utilize the stratified random sampling technique by

dividing up a population into smaller groups, or strata, according to

characteristics they have in common, and then, will choose an appropriate

number of participants randomly from each stratum (Simkus, 2023). Per year

level, the researchers will divide the population into two smaller groups, the

academic achievers and non-academic achievers, which will serve as their

common characteristics. The research will involve a total of 40 nursing students

who will be selected based on the following criteria: nursing students currently

enrolled in SJDEFI; academic achievers; and non-academic achievers.

The quantitative study will involve 5 academic achievers and 5 non-

academic achievers per year level from first to fourth-year level which comprise a

total of 40 participants that are currently enrolled at San Juan De Dios

Educational Foundation Incorporated - College who enrolled and remained in the

institution during the first semester, August 14, 2023 to December 21, 2023 of

the academic year 2023 - 2024.

A stratified random sampling technique will be used in this study to pick

the participants. Each student from first to fourth-year levels of the nursing

course will be categorized based on their semestral average on major nursing

subjects and labeled as achievers and nonachievers. Achievers will be students

with average reaching 85 and above while nonachievers are students whose

average are 84 and below. The two strata will be the basis for picking the

participants and will randomly choose each 5 of both strata to ensure no bias of

information will be done.

Settings

The research will be conducted at San Juan De Dios Educational

Foundation Inc. (SJDEFI), a highly regarded establishment committed to the

provision of nursing education and healthcare training. The decision to choose

SJDEFI as the research site is based on its significant contribution in

administering the questionnaire to nursing students in their first to fourth year of

study. This selection is extremely relevant to the study's aims and expected

results.
Research Instrument

Various standardized VARK survey questionnaires will be utilized by the

researchers in this study, which will be modified to make them applicable to the

participants. This questionnaire is designed to determine the preferred learning

styles and assess their impact on the academic performance of a total of 10

nursing students from the first year to the fourth year, who are currently enrolled

in SJDEFI, using the VARK online tools as a basis. This approach exhibits

promise as a viable instrument for assessment objectives. The various

standardized VARK survey questionnaires that will be used in this study

includes: the VARK Questionnaire version 8.01, VARK Learning Styles Self

Assessment Questionnaire, Index of Learning Styles Questionnaire, and VARK

Questionnaire.

Participants will be provided with a 50-items survey questionnaire, from

which they will be instructed to select their preferred answer by either ticking or

checking the corresponding option. The objective of this study is to examine the

correlation between the VARK learning style and the academic performance of

nursing students.

The dataset is categorized into three primary segments: the demographic

parameters, and the two 5-point Likert scale responses. The profile
encompasses the socio-demographic attributes of the participants,

encompassing their personal identification, age, gender, and educational history.

The second part of the study will utilize a 5-point Likert scale format to ascertain

the preferred learning style of the students and how they utilize those learning

styles, wherein the participants will be ticking or checking the corresponding

boxes with choices of either “Extremely Likely”, “Likely”, “Neutral”, “Unlikely”, and

“Extremely Unlikely”. Lastly, the third part will also employ a Likert scale, where

participants will indicate their agreement level by checking the corresponding box

with choices of either “Strongly Agree”, “Agree”, “Neutral”, “Disagree”, or

“Strongly Disagree”. These tools will be utilized to determine the learning style

and assess its impact and overall contribution to their academic performance.

Data Gathering Procedure

Before commencing the conduction of the said survey to gather data, the

researchers will request permission to conduct the survey through a formal letter

which will be submitted to the Dean of Nursing Department. As well as, to ask for

authorization to have access to go through the final average of the chosen

participants which will be used to measure the academic performance. Aside

from that, a small-scale study will be conducted to check and see if the chosen

tool will work. The researchers will try first with 10 people before trying it with 40

people. With the pilot testing, the researcher will ask 10 randomly chosen
participants from the third-year, to answer the survey questionnaire, then revise

the questionnaire if needed. If there are no more revisions needed, the

researchers will proceed to the actual data-gathering procedure with the final

tool.

Then, a letter of consent will be given to be signed by the chosen

participants in accordance with the Data Privacy Act and its Implementing Rules

and Regulation, in order to allow the researchers to gather data through the

given survey. Accompanying the letter of consent, the researchers will orient the

participants regarding the purpose of the survey questionnaires, the duration of

answering the survey, the instructions for answering the survey questions, and

personally ask for their permission to go through their final average as it is

included in measuring the academic performance.

With the survey questionnaires, the data that will be collected will consist

of the preferred learning style of the students, how the students utilize that

specific method, and how utilizing it can contribute to their studying process and

its effects on the academic performance of the students. As stated by Bookdown

(2020), a survey questionnaire is a quantitative method that uses pre-formulated

questions to determine or explain the features associated with large populations

or groups. Along with the aforementioned quantitative data-gathering procedure,

academic performance will also be measured by the final average of the nursing

students, which will be asked by the researchers from the participants. Their final

average will serve as numerical data that will correspond to the overall result of
their academic performance.

The nursing students from Level 1 to Level 4 will be chosen randomly as

participants, to ensure and achieve a broad range of results that will present their

preferred learning style and its effects on their academic performance. The

participants will be situated in a vacant room or comfortable and private place

that can be used for the meantime for the data-gathering procedure. Then, a

short orientation to introduce the research topic and the purpose of the survey

will be conducted, along with a discussion about the survey questionnaire which

is composed of three parts that include: demographic profile for Part 1; the

student’s preferred learning style and how they utilize it for Part 2; and its

contribution and effects to the academic performance for the Part 3. The

questions will be in a multiple-choice format, wherein the participants will be

ticking the box that corresponds to their answers. Approximately 10 minutes will

be allotted to answer the survey questions. After the orientation, the researchers

will encourage the participants to raise inquiries or questions to clarify any

confusion regarding what has been discussed. If everything is settled, the

researchers will distribute to the chosen participants the modified VARK

questionnaire survey with clear instructions stated in the survey form to prevent

misunderstanding and a smooth experience for the chosen participants. The tool

will be retrieved and processed into data. 100% retrieval of the responses from

all the participants will be observed.

Data Analysis

The data gathered through the questionnaires will be analyzed and

interpreted using the following statistical techniques:

Frequency Count and Percentage. These methods will be used to

statistically present the average of the gathered data from specific questions in

the questionnaire as well as to convert the findings into percentage for a much

simpler presentation and description of the data gathered. This will be used to

determine the average number of participants who chose the certain option in

particular questions. This will be used to measure the questionnaire which

focuses on determining the preferred learning style of the participants and how

they use that specific method.

Weighted Mean. This method will be used to statistically present data sets

with varying degrees of importance of the numbers given. Calculating weighted

mean or weighted average requires the researchers to multiply the data set to

the given weight before finding its mean (Ganti, 2020). This will focus on

identifying the contribution of these learning styles in the studying process and its

impact on the students' academic performance.

Pearson Correlation Coefficient ( r ). This is the most widely used method

for measuring a linear correlation. The correlation coefficient, which ranges from -

1 to 1, indicates the strength and direction of the relationship between the two

identified variables (Turney, 2022). If the result ranges from 0 to 1, it indicates

that it has a positive correlation; if 0, there is no existing correlation between the

two variables; and if it ranges from 0 to -1, then it presents a negative correlation.

This will determine if there is a significant relationship between the VARK

learning style and the academic performance of the nursing students.

Ethical Considerations

First, the researchers will ask permission to conduct a survey by sending a

formal letter to the Dean of the Nursing Department. The survey questionnaires

will be given and answered face-to-face, as the school year is currently on

blended learning. Also, to personally ask permission if the researchers can go

through the general point average (GPA) of the participants, as it is included in

order to measure the students’ academic performance.

Next, a letter of consent will be provided to the participants to be signed as

a form of informed consent. The content of the letter includes the title of the

research, the duration of answering the survey, the criteria for the participants,

the purpose of the survey, the permission to look through their grade point

average (GPA), and the researcher’s assurance to keep the confidentiality in

accordance with the Data Privacy Act. Along with the letter of consent, the

researchers will also verbally discuss the content of the letter and the survey

form to ensure the awareness of the participants to the purpose of the survey

questionnaire. Before answering the survey forms, the researchers will be open

for the participants’ inquiries to clarify any confusion.

 Researchers will prioritize the participants’ confidentiality and anonymity in

the procedure of data collection through face-to-face implementation of survey.

The responses will only be limited to the researchers and will be concealed for

those who are not involved or included in the group.

 REFERENCES

Online Sources

4 types of learning styles | The VARK model | Sphero. (2020, December

8). STEM Kits & Robotics for Kids | Inspire STEM Education with

Sphero. Retrieved September 22, 2023, from

https://sphero.com/blogs/news/learning-styles-for-kids

Broadbent, K. (2021, April 7). 4 Different Learning Styles: The VARK

Theory. Online Courses and University Preparation from Oxford

Tutors | Melio Education.

https://www.melioeducation.com/blog/vark-different-learning-styles/

Characteristics of visual learners. (2022, September 28). University of the

Potomac. Retrieved September 22, 2023, from

https://potomac.edu/characteristics-of-visual-learners/

Characteristics of Visual, Auditory, and Kinesthetic Learners. (2020,

September 4). Student Success | University of Arkansas. Retrieved

September 22, 2023, from

 https://success.uark.edu/get-help/student-resources/learning-

styles-characteristics.php

Chhatija, K. (2023, April 26). Unlocking Learning Potential: Exploring

Different Learning Styles. ScooNews. Retrieved November 2, 2023,

from https://scoonews.com/news/unlocking-learning-potential-

exploring-different-learning-styles/

Dearmer, A., A. (2023, October 19). Mastering learning styles: An in-depth

guide to the VARK model. Appsembler. Retrieved October 23,

2023, from https://appsembler.com/blog/mastering-learning-styles-

an-in-depth-guide-to-the-vark-model/

Eads, A. (2022, December 29). What Is the Auditory Learning Style?

(With Key Strategies). Indeed. https://www.indeed.com/career-

advice/career-development/auditory-learning-style

Flavin, B. (2019, June 5). Different Types of Learners: What College

Students Should Know. Rasmussen University. Retrieved

September 22, 2023, from https://www.rasmussen.edu/student-

experience/college-life/most-common-types-of-learners/
Henry, J. W. (2023, January 13). Learning Styles: The Legend, The Myth.

eLearning Industry. Retrieved October 23, 2023, from

https://elearningindustry.com/learning-styles-the-legend-the-myth

How to Recognize and Support Learning Styles in the Classroom. (2020,

May 27). GCU. Retrieved November 2, 2023, from

https://www.gcu.edu/blog/teaching-school-administration/how-

recognize-and-support-learning-styles-classroom

Husaini, Y. & Shukor, N. (2023, January). Factors Affecting Students'

Academic Performance: A Review. ResearchGate | Find and share

research. Retrieved November 1, 2023, from

https://www.researchgate.net/publication/367360842_Factors_Affe

cting_Students%27_Academic_Performance_A_review

Indeed Editorial Team. (2022, July 22). A Guide to Visual Learning.

Indeed. Retrieved September 23, 2023, from

https://www.indeed.com/career-advice/career-development/visual-

learner

Jenna. (2021, November 30). Kinesthetic learner: Characteristics, learning

strategies, & activities. BJU Press Blog. Retrieved September 22,

 2023, from https://blog.bjupress.com/blog/2021/11/30/kinesthetic-

learner-characteristics-learning-strategies-activities/

Jurgens, T. (2022, September). Evaluating and Optimizing Student

Performance with Data. Schoolytics. Retrieved November 1, 2023,

from

https://www.google.com/url?q=https://www.schoolytics.com/blog/20

22/09/evaluating-and-optimizing-student-performance-with-data

%23:~:text%3DMeasuring%2520student%2520performance

%2520usually%2520takes,quizzes%252C%2520to%2520gauge

%2520student

%2520skill&sa=D&source=docs&ust=1700571389220589&usg=AO

vVaw0Ke-RMM7ahD092Fbx9V-ZP

KINESTHETIC Definition & Usage Examples. (2021, June 15).

Dictionary.com. Retrieved September 22, 2023, from

https://www.dictionary.com/browse/kinesthetic

Learnings about learning styles. (2022, February 2). Western Governors

University. Retrieved September 23, 2023, from

https://www.wgu.edu/blog/learnings-about-learning-
 styles2201.html#close

Masud et al. (2019, November 8). Academic Performance in Adolescent

Students: The Role of Parenting Styles and Socio-Demographic

Factors – A Cross Sectional Study From Peshawar, Pakistan.

PubMed Central. Retrieved November 1, 2023, from

https://www.google.com/url?q=https://www.ncbi.nlm.nih.gov/pmc/art

icles/PMC6856224/

&sa=D&source=docs&ust=1700571675739697&usg=AOvVaw0FrT

kxVIGUxkPmGMMqZM-f

Ramos, J. et al. (2021, December 30). Academic Performance During the

COVID-19 Pandemic and its Relationship with Demographic

Factors and Alcohol Consumption in College Students. PubMed

Central (PMC). Retrieved October 24, 2023, from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8744874/

Rodriguez, A., Vasquez, F., & Cue, J. (2022, July 11). Perspective

chapter: The role of learning styles in active learning. IntechOpen -

Open Science Open Minds | IntechOpen. Retrieved September 23,

2023, from https://www.intechopen.com/chapters/82610

Roell, K. (2019, August 15). Discover these visual learning traits and tricks

for studying. ThoughtCo. Retrieved September 23, 2023, from

https://www.thoughtco.com/visual-learning-style-3212062

Ruha, L. (2023, October 15). What Are The Pros and Cons of Auditory

Learning? Language Humanities. Retrieved September 22, 2023,

from https://www.languagehumanities.org/what-are-the-pros-and-

cons-of-auditory-learning.htm?expand_article=1

Smith, K. (2022, July 11). 10 Study Tips for Student Nurses. Nurseslabs.

https://nurseslabs.com/10-study-tips-student-nurses/

Tadese, M., Yeshaneh, A., & Mulu, G. (2022, May 23). Determinants of

Good Academic Performance Among University Students in

Ethiopia: A Cross-Sectional Study. BioMed Central. Retrieved

October 24, 2023, from

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-

022-03461-0#:~:text=Academic%20performance%2F

%20achievement%20is%20the,(CGPA)%20%5B3%5D

The Utilization of the VARK Model and Its Impact on the Future Special
 Needs Educators. (2020, April 16). Special Education Courses |

SEN Courses for Teachers. Retrieved October 24, 2023, from

https://www.senteacherstraining.com/blog/273-The-Utilization-of-

the-VARK-Model-and-Its-Impact-on-the-Future-Special-Needs-

Educators-blog.php

Turney, S. (2023, June 22). Pearson correlation coefficient (R) | Guide &

examples. Scribbr. https://www.scribbr.com/statistics/pearson-

correlation-coefficient/

Tus, J. (2020, December 21). The Influence of Study Attitudes and Study

Habits on the Academic Performance of the Students. SSRN.

Retrieved October 24, 2023, from https://www.google.com/url?

q=https://papers.ssrn.com/sol3/papers.cfm?abstract_id

%3D3717274&sa=D&source=docs&ust=1700571286767170&usg=

AOvVaw2jZQZKOTzvwHFFaHobcwfa

What is a kinesthetic learner? (2022, June 14). Bay Atlantic University -

Washington, D.C.

https://bau.edu/blog/kinesthetic-learner/#:~:text=A%20kinesthetic
 %20learner%20would%20rather,you%20are%20trying%20to

%20learn

Xing, B. (2023, March 30). A review of research on learning style. SCIRP.

https://www.scirp.org/journal/paperinformation.aspx?

paperid=124022#:~:text=Learning%20style%20refers%20to

%20the,shifted%20from%20teachers%20to%20students

APPENDIX A
Letters

APPENDIX B
Questionnaire

Part 1

Name:

Age:
Year Level:

Part 2: Likert scale

This part will help in determining your preferred learning style and how you

utilize it. Please rate how much you personally agree or disagree with the

following situational questions- how much they reflect or represent how you feel

and what you do, by checking or ticking the box with the corresponding choices

that apply to you.

A. Determining the preferred learning style:

Questions Extremely Likely Neutral Unlikely Extremely

Likely Unlikely

1. I would learn most from

seeing the illustrations,

patterns, and graphs.

2. I prefer a presenter or

a teacher that uses

diagrams, charts,

maps, or graphs.

3. I understand and

remember things best

 by images, colors, or

graphics

4. When looking for a

source, I like websites

that have interesting

design and visual

features

5. It is easy for me to

review my modules if

they are in the form of

graphs, diagrams,

color coding

6. I would learn most from

listening and talking

things through

7. I prefer a presenter or

a teacher who uses

question and answer,

talk, group discussions

or guest speakers
8. I understand and

remember things best

by saying them aloud

or repeating words and

key points in my head

9. When looking for a

source, I like websites

that have audio

channels where I can

hear music, radio

programs, or interviews

10. It is easy for me to

review my modules if

they are in a form of

Youtube video,

conference or group

study

11. I would learn most

from reading the words

and having notes or

handouts
12. I prefer a presenter or

a teacher who uses

handouts, books,

readings, or

summarize

13. I understand and

remember things best

by writing notes or

keeping printed details

14. When looking for a

source, I like websites

that have interesting

written descriptions,

lists, and explanations.

15. It is easy for me to

review my modules if

they are in the form of

flashcards and taking

notes

16. I would learn most

from watching the

 actions, using

examples and

applications.

17. I prefer a presenter or

a teacher who uses

demonstrations,

models, or practical

sessions.

18. I understand and

remember things best

by doing or practicing

the activity or

imagining it being done

19. When looking for a

source, I like websites

that have things I can

click on, shift, or try.

20. It is easy for me to

review my modules if

they are in the form of

 a demonstration.

B. How do you utilize it?

21. In reviewing for my

return demonstration, I

most often make

diagrams, and graphs,

or look for illustrations

22. When I think about the

discussion yesterday, I

am most likely to

visualize scenario

23. The technologies or

aids I use most in my

studying are designs,

images, and symbols

and well laid-out

handouts

24. I would try to improve

my handouts by adding

more interesting visual

 material using different

layouts and formats

25. During group work, I

help the group by

providing them with

diagrams showing the

steps to complete the

exercise.

26. In reviewing for my

return demonstration, I

most often discuss the

procedure to myself.

27. When I think about the

discussion yesterday, I

am most likely to hear

the discussion or

lecture.

28. The technologies/ aids

I use most in my

studying are question

and answer, webinars,

 and online chat/texting

29. I would try to improve

my handouts by adding

more YouTube

references that contain

helpful information

30. During group work, I

help the group by

describing and

explaining the steps to

complete the exercise.

31. In reviewing for my

return demonstration, I

most often write a

summary of what I

learned

32. When I think about the

discussion yesterday, I

am most likely to recall

the written words.

33. The technologies/aids I

use most in my

studying are bullet

points on PowerPoint

and easy access to my

notes and handouts.

34. I would try to improve

my handouts by adding

text that relates to the

topic

35. During group work, I

help the group by

providing them with a

handout listing the

steps to complete the

exercise

36. In my reviewing for my

return demonstration, I

most often move

around a lot,

demonstrate or enact
 the procedure

37. When I think about the

discussion yesterday, I

am most likely to

remember the actions

38. The technologies/aids

I use most in my

studying are YouTube

demonstrations,

laboratories, and

practical sessions.

39. I would try to improve

my handouts by

applying what I have

read in real life

situation

40. During group work, I

help the group by

demonstrating

exercise.
Part 3: Likert Scale.

This part will help in determining the effects of using your preferred learning style

or the relationship between your learning style and your academic performance.

Please rate how much you personally agree or disagree with the following

situational questions- how much they reflect or represent how you feel and what

you do, by checking or ticking the box with the corresponding choices that apply

to you.

Questions: Strongly Agree Neutral Disagree Strongly

Agree Disagree

1. I prepare or study

while using my

preferred learning style

2. It is easy and

convenient for me to

review if I use my

preferred learning style

3. With my learning style,

it helps me to organize

the information I need

to study

4. Using this helps me to

understand my lessons

5. Using this helps me to

learn or study

effectively

6. Using my preferred

learning style helps me

retain the information

needed for the class.

7. I can perform well in

class with my stock

knowledge from

studying using my
 preferred learning style

8. I can understand the

lesson more if the

professor or clinical

instructor discusses

his/her lessons

according to my

preferred learning style

9. I am more engaged in

the discussion if the

professor or clinical

instructor's teaching

strategies match my

preferred learning style

10. I believe that my

preferred learning style

helps me to improve

my learning process
 SCHEDULE OF ACTIVITIES/GANTT CHART

Research Person/s Normal Time Remarks

Activity/Tasks Responsible

Introduction to All members of

August 18, 2023 All group members
Research: the group:
were able to
● Individual forming
formulate research
of title
Purog, Kamelle titles they were

Anne interested in.

● Meeting with Bautista, Zian

August 25, 2023 All group members
research adviser
were present during
 for the selection
Andreael the meeting, and
of 3 research
were able to
titles Maranan, Allen
choose 3 research

Mercado, Bea titles.

Working phase: Jayme, Nicko

August 28, 2023 Researchers were

● Distribution of Abilgos, able to look for

tasks for chapter Sebastian relevant literatures

1 on the 3 chosen
Velasco, Ronald
● Looking up titles

Related

Literatures (RRL)

on the selected

subjects

Working phase: September 3, All members were

2023 able to formulate

● Forming
Statement of the
Statement of the
Problem (SOP) of
Problem (SOP) of
the 3 research titles
the 3 research

titles
Working phase:
September 9, For every title, the

● Formulation of 2021 researchers were

frameworks of able to create

each titles conceptual and

theoretical

frameworks.

Working phase: September 15,

The researchers
2023
● Making of scope were able to make

and delimitation, scope and

significance of delimitation,

the study and significance of the

definition of terms study and definition

for the 3 research of terms for the 3

titles research titles

Working phase:
September 25, The researchers
● Revisions for
2023 were able to revise
chapter 1
chapter 1 of all the

titles
Working phase: September 28,
Task was
2023
● Distribution of distributed to all

tasks for chapter members for the

2 making of chapter 2

● making of of the 3 titles

Chapter 2 for the

three titles

Working phase:
October 14, The researchers

● Making of letter 2023 were able to make

for the letter for the

participants participants for the

3 research titles

Working phase:
October 27, All members were

● Meeting with the 2023 present during the

research adviser consultation, and

for consultation suggestions for

and revisions revisions were

given by the

research adviser.
Working phase: November 9,
The researchers
2023
● Revision of completed the

chapter 2 for revision for chapter

each title 2 for the 3 research

titles

Working phase:
The researchers

● Making of PPT completed chapters

November 12,
making of ppt for
2023
mock defense

Working phase:
November 23, The researchers

● Mock defense 2023 had a mock

defense in order to

prepare for the final

defense

Working phase:
November 25, The researchers
● Revision of ppt
2023 edited the ppt as

per their adviser’s

advice
Working phase:
December 11, The researcher
● Final mock
2023 successfully
defense
conducted mock

defense with

research adviser