Exploring K-12 Mathematics Achievement, Affect, and VA(R)K Learning Styles: A Systematic Review

Abstract

This study investigates the intersection of VARK (Visual, Aural/auditory, Read/write, Kinesthetic) learning styles and mathematics achievement and affect in K–12 settings. The learning styles concept, which characterizes students as having a preferred modality of learning, is popular and especially adopted by educators and practitioners. Yet, the learning styles concept is also scrutinized, citing issues in terminology or application. The notion that learning outcomes are increased when the instruction matches an individual’s preferred learning style has been called a neuromyth due to lack of empirical evidence. Using a systematic review process, we identified 5,064 references from 6 databases; 51 empirical, peer-reviewed articles met our inclusion criteria and were analyzed for incorporation of learning styles, learning styles instruments, and associations with student outcomes in mathematics. While results reveal a notable shift in where research has been conducted, a decrease in publications over time was not found. Although some authors suggested potential links between tailoring instruction to VA(R)K preferences and improvements in mathematics achievement and/or affect, overall, the findings underscore inconsistencies and a lack of robust empirical support. Educators are encouraged to use these findings to incorporate instructional strategies to prioritize proven approaches over popular, yet unsupported, theories like learning styles.