| 274 community college students completed a VARK questionnaire that measured four perceptual preferences: visual, aural, read/write, and kinesthetic. Participants existing classes were assigned V, A, R, or K as a class type. Participants were then taught in class type. Participants whose highest VARK questionnaire score was the same as class type were labelled matched; other participants were labelled unmatched. Participants then completed an assignment, and scores on assignment were analyzed. A two-way analysis of variance (ANOVA) was conducted to determine if a crossover interaction existed between matched / unmatched instruction and class type on assignment score. There was no statistically significant interaction between matched / unmatched groups and class type for assignment score, F(3, 266) = .153, p = .928, partial eta 2 = .002. The findings prompt a rethinking of the meshing hypothesis. In addition, there was no statistically significant main effect of class type on assignment score, F(3, 266) = 1.39, p = .247, partial eta2 = .015. However, there was a statistically significant main effect of matched / unmatched on assignment score, F(1, 266) = 4.653, p = .032, partial eta 2 = .017. In addition, unmatched was associated with a mean assignment score 1.27, 95% CI [.11, 2.43] higher than matched. Gender, age, and annual household income were considered covariates, and an analysis of covariance (ANCOVA) was conducted for matched / unmatched instruction and assignment score. The study concluded, despite the covariates, there was a significant difference with the group matched / unmatched instruction on assignment score. The findings further prompt a rethinking of the meshing hypothesis. |
