RETHINKING VARK’S IMPACT ON ENGLISH PERFORMANCE IN MALAYSIAN SCHOOLS
DOI:
https://doi.org/10.55197/qjssh.v6i3.725Keywords:
VARK learning styles, English performance, secondary education, language learningAbstract
English proficiency is a critical component of the Malaysian education system, yet many students continue to struggle with the subject, as evidenced by increasing failure rates in the Malaysia Certificate of Education (MCE) examination. This study provides a preliminary investigation into the relationship between learning styles and English performance among MCE preparatory students by employing the VARK (Visual, Auditory, Read/Write, Kinaesthetic) learning styles model. A quantitative survey involving 386 students was conducted using a validated VARK questionnaire alongside students’ English examination results. Data analysis included descriptive statistics, independent t-tests, Pearson correlation, and multiple regression to identify dominant learning styles, gender-based differences, and the predictive strength of learning styles on English performance. Findings revealed that kinaesthetic and auditory styles were the most preferred learning styles, while the read/write style was the least common. However, results showed no significant correlation between preferred learning styles and English performance. Gender-based differences in performance were also not statistically significant. These findings challenge the widely held assumption that aligning instruction with learning styles significantly enhances academic achievement. Instead, the study highlights the importance of cognitive, motivational, and instructional factors in language learning. It recommends a more holistic and flexible approach to English education and suggests further research to explore other influential variables in second-language acquisition.
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