Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles
Cuevas JA · 2015
grade Creviewindependentnot-applicable
Sample
Review of the correlational and experimental learning-styles literature published after 2009, plus an audit of teacher-education textbooks
Population
Mixed; K-12 and higher education
Design
Asks specifically whether the evidentiary void Pashler et al. identified had been filled in the six years after their review. Also audits how teacher-preparation texts portray the topic, which is the transmission mechanism for the belief.
Key findings
The more methodologically sound studies have tended to REFUTE the matching hypothesis. A substantial divide persists between broad acceptance in practice and a research record showing no benefit to student learning; teacher-education texts continue to present learning styles favourably.
Genetic confound
Low for the experimental stream reviewed; high for the correlational stream, where style scores proxy ability.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Matching hypothesis in post-2009 research | qualitative verdict | methodologically sounder studies tended to refute it | mixed | post-instruction | unclear | end-of-treatment | domain-skill |
Cited by
- Does matching instruction to a child's "learning style" improve learning?debunkedconf: highgc: low