Matching learning style to instructional format penalizes learning

Lyle, Keith B.; Young, Allen; Heyden, Robin; McDaniel, Mark A.

doi:10.1016/j.caeo.2023.100143

Cited by 2 publications

(1 citation statement)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is substantial empirical evidence that students’ academic performance and learning vary due to background knowledge, motivation, and study strategies ( Fong et al, 2021 ; Smith et al, 2021 ), just to name a few examples. However, the concept in learning styles theories that is controversial is the meshing or matching hypothesis in which students learn better when their instruction matches their preferred learning style ( Pashler et al, 2008 ; Cuevas, 2015 ; Lyle et al, 2023 ). A key aspect of the matching hypothesis is that there is a crossover interaction ( Kirschner, 2017 ), also known as a qualitative interaction, in which a particular treatment (in the case of learning styles, a particular modality of instruction) is effective for at least one subgroup but a different treatment is effective for another subgroup ( Qiu and Wang, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

Clinton-Lisell,

Litzinger

2024

Front. Psychol.

View full text Add to dashboard Cite

Learning styles have been a contentious topic in education for years. The purpose of this study was to conduct a meta-analysis of the effects of matching instruction to modality learning styles compared to unmatched instruction on learning outcomes. A systematic search of the research findings yielded 21 eligible studies with 101 effect sizes and 1,712 participants for the meta-analysis. Based on robust variance estimation, there was an overall benefit of matching instruction to learning styles, g = 0.31, SE = 0.12, 95% CI = [0.05, 0.57], p = 0.02. However, only 26% of learning outcome measures indicated matched instruction benefits for at least two styles, indicating a crossover interaction supportive of the matching hypothesis. In total, 12 studies without sufficient statistical details for the meta-analysis were also examined for an indication of a crossover effect; 25% of these studies had findings indicative of a crossover interaction. Given the time and financial expenses of implementation coupled with low study quality, the benefits of matching instruction to learning styles are interpreted as too small and too infrequent to warrant widespread adoption.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

Clinton-Lisell,

Litzinger

2024

Front. Psychol.

View full text Add to dashboard Cite

show abstract

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions

Rousseau

2024

Mind Brain and Education

View full text Add to dashboard Cite

Despite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.

show abstract

Matching learning style to instructional format penalizes learning

Cited by 2 publications

References 38 publications

Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions

Contact Info

Product

Resources

About