NRS-429VN Family-Centered Health Promotion GCU
VARK analysis
Introduction
VARK analysis is a tool that evaluates learners based on four preferred learning methods. The four learning styles are visual (diagrams, movies, pictures), auditory (lectures, discussion, music), reading/writing (taking notes, reading textbooks, making lists), and kinesthetic learning (hands-on activities, experiments, movement) forming the acronym VARK. It acknowledges that every learner would have a preferred learning method based on the combination of school activities and teaching methods matched to learning preferences, strengths and style. The analysis makes use of a self-report inventory that pose a series of situations with the learner expected to identify the answer that best answers the preferred learning method (Cherry, 2019). The present paper discusses the results of VARK analysis.
Discussion
Provide a summary of your learning style according the VARK questionnaire.
I had a score of 8 points in the visual preference, 5 points in the auditory preference, 12 points in the reading/writing preference, and 10 points in the kinesthetic preference. The scores indicate that I had strong scores in the reading/writing and kinesthetic preference, with average scores in auditory and visual preferences.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Based on the VARK analysis results, although I can use the four learning methods, my preferred learning style is the multimodal learning strategy since I have multiple learning preferences. In this case, I have two strong preferences and two weak preferences. For that matter, I have a choice of the two strong preferences for my interactions with learning material. To be more precise, my VARK profile is RK thus implying that I prefer to process information presented in the reading/writing format and kinesthetic format in order to get a satisfying and thorough understanding (VARK, 2019).
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