Assessing the Learning Styles of Grade 3 Pupils through VARK Modality in Teaching Mathematics

This study aimed to assess the learning styles of grade 3 pupils using the VARK (Visual, Auditory, Read/write, and Kinesthetic) modality in Mathematics instruction. Specifically, it examined the pupils’ performance in Mathematics using VARK modalities, and the relationship between their demographic profile and performance, and the performance difference between male and female pupils. An experimental research design was employed, utilizing a purposive sampling technique to include all grade 3 pupils in the study. The researcher implemented 12 detailed lesson plans and used Frequency, Chi-square, and T- test analyses to interpret the data. Findings revealed that majority (54%) of the respondents were 9 years old and 60% males. Among the four VARK modalities, the auditory modality yielded the highest mean rating indicating a good level performance. No significant relationship was found between pupils’ profiles and their Mathematics performance using VARK modalities, nor was there significant difference between male and female pupils’ performance. These results highlight the effectiveness of auditory- based instruction in Mathematics and suggest that individual learning preferences should be prioritized over demographic factors when designing teaching strategies. The study recommends integrating VARK- based strategies into Mathematics curricula, with an emphasis on auditory learning, and promoting teacher training, resource allocation, and parent- teacher collaboration. DepEd is encouraged to institutionalize VARK- based instruction, while future researchers may examine VARK modalities across grade level and subjects using longitudinal studies to assess the long-term impact.