Identification of Dominant Learning Styles of Students to Support Differentiated Chemistry Lessons in International Advanced Level

Abstract

This study investigates the dominant learning styles of students following Pearson Edexcel International Advanced Level Chemistry in a Sri Lankan private school context in the aim of supporting differentiated lessons. The objectives of the study are to identify the learning styles of the students, to find the dominant learning style of Advanced Level students, to analyze the distribution of learning styles among Advanced Level Chemistry students and to detect association between individual student and preferred learning style. The study employs survey research design. The sample consists of seventeen students of one Advanced Level Chemistry class of international school selected through purposive sample. Standardized VARK questionnaire data is used as quantitative data collection method. Data is analyzed using descriptive statistics and Chi square test in SPSS. The computed percentage values are Visual = 19.35, Auditory = 30.32, Read/Write = 21.29, and Kinesthetic = 29.03. Auditory and kinesthetic learners together represent nearly 60% of the total learning preference. VARK questionnaire results demonstrate that there is no rigid learning style that sticks to a particular child and students exhibit a multimodal learning pattern dominated by auditory and kinesthetic styles. It indicates that students are more responsive toward interactive, discussion oriented, and hands on learning environments. This is because learning styles vary according to the context of learning. The findings of Chi-square statistics of VARK questionnaire data analysis show χ²(128, N = 17) = 136.00, p = 0.298, indicating that students’ learning style preferences are not strongly tied to individual differences, suggesting a balanced representation of VARK modalities within the sample.