Rethinking Teaching Uniformity Through Learning Preferences

This study explores Moroccan Liberal Arts College students' learning preferences using Fleming and Mills' (1992) VARK model, which identifies visual, auditory, read/write, and kinaesthetic learning styles. The research investigates how these preferences vary across gender, academic school, and achievement levels, the latter operationalized through grade ranges. A total of 225 students completed a 16-item VARK questionnaire. The study examines both the distribution of learning styles and student attitudes toward the idea of a uniform teaching style. Results indicate that kinaesthetic learning is the dominant preference among students, with minimal gender-based variation. Most respondents (61.2%) disagreed with using a single teaching style for all students, though female students were significantly more opposed to it than male students. While students with grades between 70–75% were most supportive of uniform teaching, no statistically significant differences were found based on school affiliation or grade group. The findings suggest that adapting teaching strategies to students' preferred learning styles may enhance instructional effectiveness in diverse academic settings.