Matching learning style to instructional method: Effects on comprehension.

Abstract

W hile it is hypothesized that providing instruction based on individuals' preferred learning styles im proves learning (i.e., reading for visual learners and listening for auditory learners, also referred to as the meshing hypothesis), after a critical review o f the literature Pashler, M cDaniel, Rohrer, and Bjork (2008) concluded that this hypothesis lacks em pirical evidence and subsequently described the experi m ental design needed to evaluate the m eshing hypothesis. Following the design o f Pashler et al., we em pirically investigated the effect o f learning style preference with college-educated adults, specifically as applied to (a) verbal com prehension aptitude (listening or reading) and (b) learning based on mode of instruction (digital audiobook or e-text). First, participants' auditory and visual learning style preferences were established based on a standardized adult learning style inventory. Participants were then given a verbal com prehension aptitude test in both oral and written forms. Results failed to show a statistically significant relationship between learning style preference (auditory, visual word) and learning aptitude (listening com prehension, reading com prehension). Second, participants were random ly assigned to 1 of 2 groups that received the same instructional m aterial from a nonfiction book, but each in a different instructional m ode (digital audiobook, e-text), and then com pleted a written com prehension test im m e diately and after 2 weeks. Results dem onstrated no statistically significant relationship between learning style preference (auditory, visual word) and instructional m ethod (audiobook, e-text) for either im m ediate or delayed com prehension tests. Taken together, the results o f our investigation failed to statistically support the m eshing hypothesis either for verbal com prehension aptitude or learning based on m ode of instruction (digital audiobook, e-text).

Reaching Students in Online Courses Using Alternative Formats

“…showed there was no statistically significant difference (Rogowsky, Calhoun, & Tallal, 2015;Zacharis, 2011). This study also found no difference in course performance.…”

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

“…A learning style refers to the preferred ways to learn such absorbing, processing, and managing information either by remembering, reasoning, and/or problem solving. Kozhevnikov (in Rogowsky, Calhoun, & Tallal, 2015) reviewed that cognitive learning styles represent heuristics and based on which individuals can be grouped with respect to regulatory function they apply to multiple levels of information processing from perceptual to metacognitive. Learning style is a combination of how learners absorb and then organize information.…”

Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension

“…The detailed methods and validity of the test used for assessing comprehension aptitude in this adult sample are reported in Rogowsky, Calhoun, and Tallal (2015).…”