ISSN: 2226-6348
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This study aims to investigate the learning styles of music major undergraduates enrolled in a fundamental music theory course in Fujian Province, China, and examine how instructional methods influence learning style adaptation. A descriptive survey-based research design was employed using a quasi-experimental approach, where participants were divided into an experimental group (n = 50) and a control group (n = 50). The experimental group received instruction using the Gordon Method, while the control group followed conventional teaching methods. Data were collected using the VARK Learning Style Questionnaire, which classified students into visual, auditory, reading/writing, and kinesthetic learning styles. Descriptive statistics, chi-square tests, and linear-by-linear association analysis were conducted using SPSS. The findings revealed that VARK Integrative was the dominant learning style before the intervention (58.0% in the experimental group and 52.0% in the control group). Post-intervention, VARK Integrative learners decreased to 52.0% and 46.0%, respectively, while VARK Selective and VAK learners increased significantly in both groups, with the experimental group showing greater changes (p = .006) than the control group (p = .033). The statistically significant shift in learning styles in the experimental group suggests that the Gordon Method enhanced cognitive flexibility and strategic learning. The findings underscore the importance of multimodal teaching strategies in music theory education and highlight the need for more adaptive instructional methods to accommodate diverse learning preferences. Future research should explore the long-term effects of multimodal learning approaches on student performance and engagement in music education.
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