The Effectiveness of the VARK Model and Its Effect on the Acquisition of Geographical Concepts among Fifth-Grade Literary Students

Abstract

This research aims to identify the effectiveness of the VARK model and its impact on the acquisition of geographical concepts among fifth-grade literary students. The researcher adopted a quasi-experimental design with two equivalent groups to suit the research conditions. The researcher intentionally selected Al-Khadraa Preparatory School for Boys, randomly choosing section (C) to be the experimental group and teaching them according to the VARK model, while section (B) became the control group. The sample consisted of (67) students. The two research groups were statistically equivalent in a number of variables. The researcher prepared a test to measure the research variable, which was a test for the acquisition of geographical concepts consisting of (39) multiple-choice items. The data were processed, and the results showed a statistically significant difference between the mean scores of the experimental group on the geographical concepts acquisition test. In light of the results, the researcher reached a number of conclusions:

• The use of the VARK model in teaching geography The process of focusing on and engaging students in using thinking skills to connect ideas and concepts in the classroom is engaging.

Teaching according to the VARK model allows students to build their knowledge through positive interaction with the teacher, as well as interaction among themselves.

Recommendations: • Emphasize the use of the VARK model in teaching geographical concepts at different educational levels.

• Include practical topics for teaching concepts, particularly the VARK model, in in-service training programs for geography teachers to encourage their use in teaching geography.