Introduction
The learning process is different for every student, as each person may respond more to a specific type of information presentation. One of the core approaches to learning styles includes four kinds: visual, auditory, reading and writing, and kinesthetic (VARK). Some research is concerned with finding the factors linked to better academic performance. The following literature review argues that a particular learning style cannot be more effective for one’s performance; however, the combination of one’s personality and learning style can lead to better grades.
Annotated Bibliography
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219–232.
In this study, Cimermanová (2018) considers the relationship between learning styles and students’ academic achievements. The research is quantitative – the author uses Grasha-Riechmann Student Learning Style Scales (GRSLSS) inventory to collect information and a two-way analysis of variance (ANOVA) to examine it. The sample is represented by university students preparing to become English language teachers. As a result, Cimermanová (2018) does not present any significant findings that would support the role of learning styles in students’ grades. The limitations include the size sample (81 students) and no apparent diversity among students, as they were from one university and English language teacher course. Overall, the study supports the thesis in that there seems to be no relationship between academic success and one superior learning style for students.
Faisal, R. A. (2019). Influence of personality and learning styles in English language achievement. Open Journal of Social Sciences, 7(8), 304-324.
The investigation by Faisal (2019) aims to find a connection between a student’s personality, learning style, and achievements. The researcher uses the quantitative method and collects data about 676 English language learners, including their learning style, personality traits based on the Big Five Inventory (BFI), and grades. The study’s results show a statistically significant link between extraversion and academic success as well as between the multimodal learning style and higher academic achievements. However, as Faisal (2019) is focused only on language learners, the research’s application to other spheres of education is limited. Nevertheless, it offers a new outlook on the examination of learning styles in combination with one’s personal characteristics. One may argue that learning styles and one’s personality are intertwined and should be researched further.
Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances in Medical Education and Practice, 11, 15–19.
Mozaffari et al. (2020) look at the VARK learning styles and academic excellence among dental students. Similar to the other studies, the authors use a quantitative approach with a sample of 184 participants. The data is gathered using the VARK questionnaire and the grade point average (GPA) of participating students. As a result, Mozaffari et al. (2020) determine that most students with higher and lower GPAs are unimodal in their learning style. Their learning styles do not have much correlation with academic achievement. Among the limitations of this study is the use of students from different levels of education and the implementation of a cross-sectional design. However, the findings align with other studies showing no strong connection between better grades and specific approaches to information consumption.
Taheri, M., Falahchai, M., Javanak, M., Hemmati, Y. B., & Bozorgi, M. D. (2021). Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students. Journal of Education and Health Promotion, 10, 252.
Finally, the study by Taheri et al. (2021) analyzes the connection between learning styles, creativity, and academic achievements in dental students. Similar to previous articles, the methodology is quantitative, and the researchers collect such data as GPA and learning styles and creativity questionnaires. Here, Taheri et al. (2021) discover that the majority of participants were unimodal (approximately 80%) and used a read and write learning style (more than 30%) (p. 252). Nevertheless, there is no significant correlation between creativity, a particular learning style, and higher grades. The descriptive-analytical approach can be considered a limitation as the authors could not measure the effect of one’s learning style in action. Overall, the study supports the present thesis in that learning styles do not contribute to better academic performance.
Conclusion
The selected studies show no connection between a learning style and better performance. Therefore, students can learn differently while achieving similar results. The potential research gap is the connection between personality, learning style, and grades. While the research in language learning presents a significant correlation, it should be discussed whether it can be applied to other skills and professions. Therefore, it is proposed to research the link between students’ personality traits, learning styles, and academic achievement in other areas, such as health care.
References
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219–232. Web.
Faisal, R. A. (2019). Influence of personality and learning styles in English language achievement. Open Journal of Social Sciences, 7(8), 304-324. Web.
Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances in Medical Education and Practice, 11, 15–19. Web.
Taheri, M., Falahchai, M., Javanak, M., Hemmati, Y. B., & Bozorgi, M. D. (2021). Analyzing the relationship between learning styles (Kolb and VARK) and creativity with the academic achievement of dental students. Journal of Education and Health Promotion, 10, 252. Web.