VARK Analysis Paper – NRS-429VN

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VARK Analysis Paper: The Assignment

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website (­ http://vark-learn.com/the-vark-questionnaire/ ), and then complete the following:

  1. Click “OK” to receive your questionnaire scores.
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
  3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (900-words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  1. Provide a summary of your learning style according to the VARK questionnaire.
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
  4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility of a behavioural change? How would different learning styles be accommodated in health promotion?

Cite at least 4 peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to APA guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite, so no plagiarism.

VARK Analysis Paper: The Solved Essay

Introduction

Humans have been learning from birth, and their learning techniques vary depending on the individual. It is thus critical for each individual to choose their preferred learning method (Bhagat et al., 2015). The Visual, aural, read/write, and kinesthetic (VARK) diagnostic tool enables one to discover their learning type, which helps them better prepare for their educational journey.

In 1987, Neil Fleming created the tool as a sixteen-question examination. The tool displays where the person stands among the five techniques after collecting the findings. Understanding a person’s learning patterns helps one’s ability to educate others in various situations. The goal of this article is to discuss the nurse’s VARK questionnaire results, compare their recognized learning style to the others, and determine what modifications are needed to enhance one’s learning behaviour.

The Paper’s Body

The modalities utilized to gather, evaluate, process, and reflect on educational content are referred to as learning styles. Learning preferences are the modes of learning that one naturally prefers (Almigbal, 2015). Pupils have varied learning styles, and it is critical for educators to provide knowledge in a way that meets the needs of the students. When teaching methods mix multiple activities that excite and increase the visual, auditory, read/write, and kinesthetic learning modalities, learners grasp more effectively.

After tallying the results, I determined that I am a multimodal learner who places a strong focus on read/write and kinesthetic. Multimodal learning is when two or more learning styles are combined. Multifocal people, according to Fleming, have greater flexibility in how they transmit information. However, before they are content with what they have learnt, such people need sensory input and output from all modalities. I was not shocked by the findings since I use read/write and kinesthetic modalities in most learning activities as a nurse.

Kinesthetics received the best marks, which I agree with since completing tasks hands-on helps me comprehend the instructional content better. For example, after participating in clinical rotations, I am more adaptable to specific tasks. The insertion of catheters is one example.

Using a hands-on approach, visual aids, dictionaries, and handouts, I thrive in overlapping the two modes. Textbooks and other written resources are quite useful for preparing for examinations and quizzes. I like to acquire information via practice and exposure as a kinesthetic learner. Instead, I equate the gain of information with reality. I learn best when I use all of my senses, including smell, touch, sight, hearing, and taste.

Working in a medical laboratory, going on field excursions, listening to lectures about real-life situations, doing hands-on work, and looking at recipes that may solve an issue are all very important. Information retention is improved by reducing notes and utilizing visuals to illustrate a subject.

Visual and auditory senses were ranked third and fourth, respectively. It represents my tendency for visual learning since graphic graphs and colouring capture my attention and help me recall what was taught. I use the auditory modality, in particular, to participate in conversations with peers since talking about a topic improves my knowledge.

During the comparison, I realized that visual and kinesthetic learning styles are my favourites. However, the fact that visual modality was not at the top of the list was astounding. The kinesthetic modality came out on top, and I thought it strange that visual modality and learning by doing are linked.

I received high marks in all four modalities, demonstrating my versatility and ability to adapt to different learning circumstances. Nonetheless, I believe that aural learning has the potential for mistakes. One should absorb and grasp the important information rather than repeat it in their heads over and again.

Similarly, reading and writing help with memorizing. Nurses should learn through comprehending rather than remembering facts that may be examined as a bigger topic later.

Following an examination of the learning styles, it is clear that certain changes are necessary to increase my learning ability. More books and diagrams have been included, which is a significant development. It’s also important to use a tape recorder to discuss ideas and explain facts to others who are unfamiliar with what they’re learning.

Knowing style information is very beneficial since it allows one to better understand oneself by learning about general learning ideas. I will enhance my study habits, education, and grades by using various tactics, adding to my overall pleasure with my job and studies.

Educators should diversity their teaching techniques, according to Michael and Prithishkumar (2014), to satisfy the preferences of each student. It is vital to be aware of various learners’ preferred learning styles in order to enable teaching to shift from a typical teacher-centric approach to a student-centric reciprocal process.

Diverse knowledge modalities are critical for shaping learners’ educational choices in practice. To effectively comprehend educational materials, people with multimodal educational preferences need comparable goals delivered in many modes. Previous research has shown that instructors who adapt their instruction to their students’ chosen learning styles get superior results (Laxman et al., 2014). It also makes learning entertaining and simple.

Conclusion

Finally, VARK allows a person to recognize their preferred learning method. Individually created tools aid in the acquisition and understanding of different educational content. I consider myself a multisensory learner with a strong predilection for kinesthetic learning. Other learning modalities that may be used to reinforce one’s study habits were also mentioned by VARK.

Rubric

Course CodeClass Code
NRS-429VNNRS-429VN-O505VARK Analysis Paper100.0
CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)
Content80.0%
Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.Personal learning style according to the VARK questionnaire is identified and basic summary is provided.Personal learning style according to the VARK questionnaire is identified and described.Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)20.0%Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
Organization and Effectiveness15.0%
Thesis Development and Purpose5.0%Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction5.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.
Format5.0%
Paper Format  (use of appropriate style for the major and assignment)2.0%Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present.Template is fully used; There are virtually no errors in formatting style.All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0%Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage100%
VARK Analysis Paper: Rubric
VARK Analysis Paper
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Frequently Asked Questions (FAQs)

VARK Analysis Paper
VARK Analysis Paper: Learning Styles

1. Why is the VARK model important?

Teachers may utilize the VARK model to aid with techniques for planning and promoting student learning depending on their learning styles. Teachers may also assist students in identifying their preferred learning style and maximizing their learning by concentrating on the mode that is most beneficial to them.

2. How is the VARK questionnaire scored?

A respondent’s four scores and total may be calculated into a VARK category using the usual approach, which is based on a “row” of scores. The research system is based on a “column” of scores in which a respondent’s four scores are compared to the four scores of other respondents and a VARK category is produced.

3. How accurate is VARK?

According to Dr Leite’s study, the reliability estimates for the Visual, Aural, Read/Write, and Kinesthetic sub-scales were 0.85, 0.82, 0.84, and 0.77, respectively. These are deemed sufficient.

Additional content on VARK analysis.

References

  • Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.
  • Bhagat, A., Vyas, R., & Singh, T. (2015). Students’ awareness of learning styles and their perceptions of a mixed-method approach to learning. International Journal of Applied and Basic Medical Research5(Suppl 1), S58.
  • Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine60(2), 183.
  • Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal3(3).
VARK Analysis Paper

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