| Aims: This study investigates the effectiveness of an instructional strategy based on the VARK (Visual, Aural, Read/Write, Kinesthetic) learning styles model on two key outcomes: the academic achievement in biology and the development of generative thinking skills among second-grade intermediate students. It further aims to assess the comparative impact of this strategy against the conventional teaching method. Methodology: Employing an experimental design, the research utilized a two-group setup (experimental and control). A sample of 60 students was randomly assigned to both groups. The experimental group received instruction tailored to VARK learning styles, while the control group was taught using traditional methods. Two primary instruments were developed and validated: a 40-item multiple-choice achievement test and a 15-item test measuring five core generative thinking skills. The psychometric properties of both instruments—including validity, reliability, and indices of difficulty and discrimination—were established prior to implementation. Results: Statistical analyses demonstrated significant differences in post-test scores, favoring the experimental group in both academic achievement and generative thinking. These results confirm the greater effectiveness of the VARK-based strategy in enhancing student performance and fostering generative thinking compared to the traditional instructional approach. Conclusions: The findings underscore the efficacy of learner-centered strategies, particularly the VARK model, in facilitating a deeper understanding of scientific content and promoting higher-order cognitive skills. The study concludes that instruction which accommodates diverse learning styles not only increases student engagement but also more effectively cultivates generative abilities than traditional methods. Recommendations: Based on the results, the study recommends the integration of VARK-informed strategies into science curriculum design, professional development for teachers in applying these methods, and the creation of learning environments that support varied style preferences. Further research is suggested to explore the strategy's applicability across different academic subjects and educational levels. |
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