Learning Styles: Moving Forward from the Myth (original) (raw)
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Theory and Research in Education, 2015
In an influential publication in 2009, a group of cognitive psychologists revealed that there was a lack of empirical evidence supporting the concept of learning styles-based instruction and provided guidelines for the type of research design necessary to verify the learning styles hypothesis. This article examined the literature since 2009 to ascertain whether the void has been filled by rigorous studies designed to test the matching hypothesis and identify interaction effects. Correlational and experimental research recently published on learning styles is reviewed, along with an examination of how the subject is portrayed in teacher education texts. Results revealed that the more methodologically sound studies have tended to refute the hypothesis and that a substantial divide continues to exist, with learning styles instruction enjoying broad acceptance in practice, but the majority of research evidence suggesting that it has no benefit to student learning, deepening questions about its validity.
Learning styles: An assessment-An application
NACTA Journal, 1995
As teachers, we invest a great deal of time thinking about and preparing for what we should teach. Likewise, we should spend an equal amount of time thinking about and preparing for how we should teach" wrote Cox and Zamudio in 1993. As we plan how to teach. one variable which deserves attention is the learning style of students in our classrooms.
Revisiting the Conceptual Ambiguity of Learning Styles
– Learning style is a construct which has various and even controversy conceptualizations and definitions proposed by scholars and researchers in educational fields. These varying and diverse definitions and conceptualizations have caused a lot of ambiguity in the literature. In the present study, the authors reviewed the most widely-discussed conceptualizations and definitions of the learning styles in general education as well as in L2 and, discussed some of the shortcomings of the learning styles literature. Ultimately, a comprehensive definition which involves various dimensions of the learning styles is proposed.
It Is Complicated: Learning and Teaching Is Not About “Learning Styles”
Frontiers for Young Minds, 2020
Learning styles is perhaps one of the most widespread and believed myths in education. The idea is based on the claim that all students can be classified according to their particular learning style, and that they learn best when teachers match instruction to the preferred style of the student. This popular theory has been proven false by many learning scientists. Learning styles theory reduces sophisticated and complex processes like teaching and learning into overly simple categories and labels students in ways that can limit their potential. Studies performed by scientists who study the brain and education have found that learning and teaching are much more complicated than simply matching teaching to a student's learning style.
Learning Styles and Overall Academic Achievement in a Specific Educational System
2011
Experts assert that individuals enjoy various learning styles. In many cases what is being taught has a less impact on learners' achievement than the way materials are presented. In other words, learning styles make an important component in the learning environment. The Learning Styles Survey (LSS), employed in this study, appears to be a viable tool to determine students' learning style. The present study is an investigation of the relationship between learning styles and overall academic achievement. In order to investigate this relationship a total of 317 students participated in this survey study. The Learning Styles Survey (LSS) instrument which is based on Joy Reid's Perceptual Learning-Style Preference Questionnaire (1987) was used. The statistical procedures employed in this study were one-way ANOVA, and multiple regression analysis. The analyses of the data indicated a significant relationship between overall academic achievement and learning styles. It was also found that the high, moderate and low achievers have a similar preference pattern of learning in all learning styles. Moreover, the learning styles framework does not change with subjects, where it actually plays an important role across all the subjects. Therefore, the results here suggest avenues of future research to understand this phenomenon.
Learning Styles: Academic Fact or Urban Myth? A Recent Review of the Literature
Journal of College Academic Support Programs, 2018
While advocates of learning styles have suggested postsecondary educators and learning support programs match instruction to students’ learning styles to enhance learning, past decades of research criticize educator’s co-option of and disprove researchers’ efforts to prove learning styles’ existence and worth as a valid construct. The author examines numerous research articles that have challenged the efficacy of learning styles based on empirically provable evidence. The author also cites how the learning styles paradigm continues to be used in the field of postsecondary learning assistance. The author concludes that instead of promoting learning styles, educators should instruct learners on the intentional use of learning strategies.
Critical Thinking About Learning Styles: Challenging Literature Reviews
journal.au.edu
As educators, we encourage students to think critically and to question what we read in research findings. Should we not take the same perspective when reviewing literature for our own purposes? For example, learning styles is a ubiquitous concept that is bandied about by everyone from educators to legislators, but a myriad of controversy and criticism surrounds the operationalization of learning styles and its application to effective teaching and learning. This paper discusses a variety of issues concerning the concept of learning styles and includes diverse conceptualizations; questions concerning validity and reliability of instruments used to identify learning styles; construction of instructional designs; and reports the charges of bias that researchers make against each other's work. The authors suggest that these topics and issues be used to form guiding questions when reviewing learning styles literature.
Learning Styles in the Classroom: Educational Benefit or Planning Exercise?
Psychology Teaching Review, 2010
an increasingly ‘personalised’ approach to teaching and learning; that is, ‘tailoring teaching and learning to individual need’ (DFES, 2001) where inclusivity for learners is key (Rayner, 2007). Throughout the last 30 years, this approach has incorporated learning styles theory which stems from the belief that learners differ in personality traits, brain function and preferred environment (Coffield et al., 2004a), leading to varied strengths and weaknesses in receiving, assimilating and retaining information. The claim is that knowing one’s preferences will improve motivation to learn and/or provide opportunities to approach learning appropriately (Honey & Mumford, 1992). Many educational institutions diagnose student learning styles with the aim of planning lessons to suit a range of methods of learning. This approach is supported by professional bodies, for example, the Qualifications and Curriculum Authority (QCA) state that learners should be made aware of their preferred learni...