Learning styles
Largely debunked theories that aim to account for differences in individuals' learning / From Wikipedia, the free encyclopedia
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Learning styles refer to a range of theories that aim to account for differences in individuals' learning.[1] Although there is ample evidence that individuals express personal preferences on how they prefer to receive information,[2]: 108 few studies have found validity in using learning styles in education.[3]: 267 Many theories share the proposition that humans can be classified according to their "style" of learning, but differ on how the proposed styles should be defined, categorized and assessed.[1]: 8 A common concept is that individuals differ in how they learn.[3]: 266
The idea of individualized learning styles became popular in the 1970s. [4] This has greatly influenced education despite the criticism that the idea has received from some researchers.[2]: 107–108 Proponents recommend that teachers run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.[5] Critics claim that there is no consistent evidence that better student outcomes result from identifying an individual student's learning style and teaching for specific learning styles.[2][6]: 33 Since 2012, learning styles have often been referred to as a "neuromyth" in education.[7][8] There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion".[9] Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style.[2] However, a 2020 systematic review suggested that a majority (89%) of educators around the world continue to believe that the meshing hypothesis is correct.[10]
Studies further show that teachers cannot assess the learning style of their students accurately.[11] In one study, students were asked to take an inventory of their learning styles. After nearly 400 students completed the inventory, 70% did not use study habits that matched their preferred learning method.[12] This study also indicated that students who used study methods that matched their preferred learning style performed no better on tests than students who did not.[12]