VARK Model Analysis delves into the diverse landscape of learning preferences exhibited by students enrolled in Construction Technology courses. Recognizing the crucial role of aligning instructional methods with individual learning styles, this study aims to identify the dominant learning modalities within this academic context. It highlights the multifaceted nature of the Construction Technology field and the potential challenges associated with catering to a heterogeneous student population. It underscores the importance of this research in bridging the gap between pedagogical strategies and student needs. Issues arising from the varied learning styles present within the student cohort are acknowledged, emphasizing the potential impact of instructional misalignment on knowledge acquisition and skill development. This study seeks to address these issues systematically. The main objective of this study is to identify the dominant learning styles through rigorous quantitative analysis, employing SPSS as the primary tool. The questionnaire based on the VARK model is administered to selected Construction Technology students to discern their preferred modalities of learning. Findings reveal the prevalence of specific learning styles within the academic context. These results hold significant implications for both lecturers and students. In conclusion, this research contributes valuable insights into the learning landscape of Construction Technology education. By identifying dominant learning styles, it provides a foundation for more effective and inclusive instructional practices. This study underscores the importance of adapting pedagogy to accommodate diverse learning preferences, ultimately enriching the educational experience for both educators and students in Construction Technology courses.
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(Noor & Ramly, 2023)
Noor, S. N. A. M., & Ramly, M. K. A. (2023). Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis. International Journal of Academic Research in Progressive Education and Development, 12(3), 2075-2085.
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