Information Processing Patterns and VARK Learning Style Preferences: A Correlational Analysis in Grade 10 Physics
Cherizabel V. Madalmingan
*
Institute of Professional and Graduate Studies, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Mayjury P. Garcia
Institute of Professional and Graduate Studies, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study examined the relationship between VARK learning styles and information processing patterns among Grade 10 students among selected junior high school students at National High School in Davao Occidental during the school year 2024-2025. A descriptive-correlational design was employed, with 105 respondents selected through complete random sampling. An adapted questionnaire assessed students’ VARK learning styles and information processing patterns. Data were analyzed using mean scores and Pearson r correlation analysis. Results revealed that students have high preference for visual and kinesthetic learning style. Moreover, students tend to process information sequentially. Statistical analysis indicated a significant positive relationship between VARK learning styles and information processing theory, suggesting that the preferred learning style of students influence how students process information in learning physics. Hence, these findings contribute to improving teaching practices in Physics by guiding teachers to design lessons that align with students’ learning preferences and processing patterns, thereby enhancing engagement and comprehension.
Keywords: VARK learning style, information processing theory, physics education, improving teaching practices