Investigating the Distribution of VARK Learning Styles among Freshman Basic Mathematics Students at Mekelle University, Ethiopia

VARK Learning Styles in Ethiopian Basic Mathematics

Abstract

This quantitative study at Mekelle University provides the principal empirical analysis of basic Mathematics learning preferences among 347 freshman students, emphasizing a significant classifying of choices in an environment where inclusive STEM teaching is hindered by a notable lack of specific data from Ethiopian higher education institutions. Using stratified random sampling across the college of Natural and computational Sciences and a cross-sectional design with the validated VARK instrument (α = 0.82–0.87), the analysis showed a significant multimodal group (25.0%) and a predominant Kinesthetic learning preference (38.0%), significantly outperforming Visual learning preference (18.0%), Read/Write learning preference (11.0%), and Aural (8.0%) learning preferences. Students' experiences, which indicated particular needs for practical contact or visual representation, largely supported these statistical findings. Crucially, chi-square and t-tests disclose no significant differences in categorical distribution (χ² (4) = 0.12, p =.998) or continuous modality scores (p >.05, d < 0.20), providing a definitive rejection of persistent gender stereotypes. This conclusion is consistently supported by student narratives that describe learning style as "a highly personal thing." In order to improve equitable STEM retention, curriculum reform and targeted faculty training are urgently needed. This research calls for a fundamental change in teaching methodologies from traditional lecture-centric approaches to active, hands-on, and diversified strategies.