Purpose of the Questionnaire

This questionnaire was designed to identify the dominant sensory learning style (VAK/VARK) among student populations. Based on the widely accepted Visual-Auditory-Kinesthetic model, it aims to promote individualized teaching by adapting educational methods to students’ learning preferences. It is addressed to teachers, educational psychologists, and researchers in the field of educational psychology, offering a practical solution for optimizing the learning process.

Questionnaire Analysis

The questionnaire consists of a series of statements covering the three main categories of sensory information processing: Visual, Auditory, and Kinesthetic preferences. Each statement is rated on a five-point frequency scale, ranging from 1 (never) to 5 (always). Completion takes approximately 10–15 minutes, providing a quick and user-friendly assessment suitable for school settings. The structure of the questionnaire allows for both individual and group administration.

Scoring of Items

The scoring system converts qualitative responses into quantitative values: 1 point for “never,” 2 points for “rarely,” 3 points for “sometimes,” 4 points for “often,” and 5 points for “always.” Total scores are calculated separately for each learning style (Visual, Auditory, Kinesthetic) by summing the corresponding items. The highest score on a given scale indicates the dominant learning style of the respondent. In cases where scores differ by fewer than 5 points between two or all three styles, a mixed learning type may be identified.

Statistical Analysis

Statistical analysis of the results includes calculating the mean scores for each learning style, both at the individual and group level. The scale scores can be compared with normative data for age groups or analyzed comparatively across different student populations. For example, a student with 38 points in the Visual scale, 32 in the Auditory scale, and 25 in the Kinesthetic scale would be classified as a visual learner. At the classroom level, the mean scores of the three scales can reveal the overall preference trends of the group.

Validity of the Questionnaire

The scientific basis of the questionnaire is supported by multiple studies confirming its content, convergent, and discriminant validity. Specifically, it shows strong correlations with other standardized learning style assessment tools and the ability to distinguish between different learning patterns. In the Greek educational context, the tool has been used in many pedagogical studies, although the scientific community agrees that its results should be interpreted critically and in combination with other educational observations.

Reliability of the Questionnaire

Regarding reliability, the questionnaire demonstrates satisfactory indices of internal consistency (Cronbach’s α ranging between 0.75–0.85 for the different subscales) and test–retest reliability (correlations above 0.70 over a period of 2–4 weeks). The stability of measurements and sensitivity to individual differences make it a useful tool for educational practice, although research highlights that learning styles can be influenced by multiple factors and may evolve over time.

References

Fleming, N.D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137–155.
Dunn, R., & Dunn, K. (1978). Teaching Students Through Their Individual Learning Styles.
Coffield, F. et al. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.

Keywords

Learning Styles, Sensory Type, VAK, VARK, Visual, Auditory, Kinesthetic, Personalized Learning, Educational Psychology.