HOW DO UNIVERSITY STUDENTS LEARN BEST? A VARK MODEL PERSPECTIVE

Abstract

Learning diversity has become a central concern in contemporary higher educations. This study investigates the learning preferences of undergraduate students at a Malaysian institution of higher learning using the VARK model. A cross-sectional survey design was employed, collecting data from students across different academic programmes through a structured questionnaire assessing learning style preferences, preferred learning methods, and preferred learning times. The findings indicate that visual and reading/writing modalities are the most dominant learning preferences, while auditory and kinesthetic styles are less common. Traditional face-to-face instruction and morning learning sessions emerged as the most preferred conditions for learning. These results underscore the importance of multimodal instructional design and provide evidence supporting inclusive pedagogical planning. Implications for teaching practice, curriculum development, and institutional policy are discussed to enhance learner engagement and learning effectiveness.