#77: Summer Edition: The Enduring Myth of Learning Styles

In my last post, I shared what should be a shocking statistic. According to my completely un-scientific TikTok poll, 75% of users believe that students have a specific learning style. My results were consistent with a peer-reviewed study conducted in 2012 in which 94% of educators expressed their belief that students learn best when the instructional modality matches their "learning style."

Let me be blunt. There is currently no evidence that teaching to a student's learning style will increase his or her performance. If you are an educator, this might come as quite a surprise. I bet you even received training on learning styles at some point in your career. Currently, 29 states even have questions about learning styles on their teacher-certification exams (Furey, 2022).

I want to be clear, this is not a criticism of educators. Not only have many teachers received training on learning styles as part of their teacher preparation programs and professional development they even pop up on teacher observations and evaluations. Learning styles is one of the most persistent and prevalent neuromyths in the field of education.

The Myth of Learning Styles
The theory of learning styles can be traced back to the 1990's. Learning style theory postulates that individuals differ in regards to what mode of instruction or study is most effective for them (Pashler, 2008). Henceforth, educators should identify and modify their instruction to match their students' learning styles. Diagnosing and modifying instruction takes a lot of time and effort. It begs the question, is it worth it? Is this theory backed up by science?

The most common iteration of this theory is the Meshing Hypothesis. According to this hypothesis, instruction is best provided in a format that matches the students' identified learning style. There are a number of different learning style theories, but the most common seems to be based on the work of Neil Fleming. He identified four learning styles; visual, auditory, read/write, and kinesthetic (VARK). Students identify their learning style using a questionnaire similar to this one. Please DO NOT give this inventory to your students! There is ZERO evidence supporting this theory in the classroom.

In fact, the research is quite clear. Teaching to a learning style does not lead to gains in student learning or achievement. Here is a brief overview of what science says about it.

1. Another Nail in the Coffin for Learning Styles? In this experiment, students were given study strategies based on their learning styles. The researchers found no relationship between the identified learning style and student performance.

2. Matching Learning Style to Instructional Method: Effects on Comprehension. In this study, students were administered a learning styles questionnaire and were identified as having a visual or auditory learning style. They were then given instructional content in the form of an audiobook or e-text that matched their identified learning style. Results failed to show a significant relationship between a students' learning style and their performance on immediate and delayed comprehension tests.

Daniel Willingham, a renowned psychologist at the University of Virginia and author of Why Don't Students Like School? (affiliate link), concludes that "learning styles theories have not panned out" (Khazan, 2018). People DO have different abilities and preferences but these do not equate to having a defined learning style.

Move Over Learning Styles, Here Comes Learning Science.
Learning is a neurobiological process by which information is encoded, stored, and later retrieved. There is a wealth of research-based information and interventions proven to increase student learning and performance. For example, we know that information that is encoded in a way that encourages connections between new information and previous learning is more durable. These connections can be strengthened through retrieval practice, spaced practice, interleaving, dual-coding, and metacognition.

Hey AP Psych Teachers! I bet you already teach students how they encode information. Have you tried the Slippery Snakes activity yet? It is one of my favorite lessons! Here is a write up from Steve Jones "Using Slippery Snakes". You can access the handouts here.

NOTE: If you are interested in learning more about the science of learning, check out the following posts:
#74 Student Well-Being: The Science of Learning
#75 Student Well-Being: Power Up Your Teaching

Instead of a Learning Style Inventory, Try This…
First, determine your purpose in administering a questionnaire or inventory. Do you want to get to know your students better OR do you want to help them get to know themselves better? For example, I include a (non-scientific) personality test in my 1st day station rotation and ask them to reflect on it as a get-to-know you activity. I also use this as an opportunity to introduce reliability and validity. In addition to this "fun" inventory, I ask my students to complete a number of different empirically-validated inventories throughout the year, including the VIA, High 5, and Big 5. This year I will be incorporating the Holland Code, a career interest inventory, for the first time!

• Values in Action Inventory (Character Strengths) - This free inventory helps students identify their best qualities. What I love about this inventory is that it shifts the focus from identifying weaknesses to cultivating strengths. I use the results of this inventory to help them establish their goals for the future.
• High 5 (Strengths Inventory) - I love to use this inventory to help my students develop self-efficacy. I ask them to identify their strengths, tell me how they have used them in the past, and identify how their strengths can help them be successful in class this year.

You can learn more about how I teach character strengths in my classroom here. I have included my lesson plans and handouts. In addition, I take a similar approach with the teachers in my division.

• Big 5 Trait Inventory (Character Traits) - This assessment is based on the Trait theory of personality. The Trait theory of personality identifies 5 core traits that interact to form a person's personality. The core traits are conscientiousness, agreeableness, neuroticism, openness, and extraversion. I ask the students to complete the assessment, describe each trait, and reflect on their results. Here is a copy of the handout that I use.Teacher Tip: I use the mnemonic CANOE to help my students remember these 5 traits.
• Holland Code (Career Interest Inventory) - This inventory is designed to help students identify careers of interest. Why is this important? First, it helps you get to know your students better. Secondly, it helps you tailor your instruction to their interests. Lastly, it is a great opportunity to expose students to careers in the field of psychology. Recently, Ruth Walker, a professor from the University of Tennessee - Chattanooga, created an amazing poster describing the types of jobs available to students who graduate with an undergraduate degree in psychology. This will definitely be posted on my classroom wall in August!

I love using inventories in class! They help me connect with my students on a more personal level. They also help students identify their strengths and teach them how to use them to overcome difficulties. However, it is imperative that we model scientific reasoning and only use inventories that are empirically-validated. I recommend sharing the limitations to each inventory and/or research with the students. This teaches them to become more critical consumers of information.

A Few Takeaways

• Don't use the term learning styles or ask your students to take a learning styles inventory.
• Don't approach teaching as "one size fits all."
• Do find out about student interests and preferences.
• Do present instructional materials in a variety of ways.
• Do teach your students how they learn and research-based strategies to improve learning.

If you have taught learning styles in the past, I get it! You were teaching what you were taught. However, you don't have to continue down the same path. You CAN help combat this myth by sharing this research with your students, colleagues, and administrators. I'll return in August with my 10 part series on student wellbeing. Enjoy the rest of your summer!

Be Well,
Cori

If you received this in your inbox, I have a new website! Check out https://ablendedlearningjourney.com/ for additional resources! Plus, you can now find me on TikTok. Follow me @corischwarzrock for psych-related content posted daily!

Resources:

Aharonian, A. (2014, December 19). The myth of learning styles. Skeptic. Retrieved July 3, 2022, from https://www.skeptic.com/insight/the-myth-of-learning-styles/

Celestine, N. (2022, June 29). 9 strength finding tests and assessments you can do today. PositivePsychology.com. Retrieved July 3, 2022, from https://positivepsychology.com/strength-finding-tests/

Duez, D. (n.d.). Duez-Learning-styles-are-A-MYTH. Learning Styles Presentation. Retrieved July 3, 2022, from https://docs.google.com/presentation/d/e/2PACX-1vRuy5eZ2F3OKj8CZNEls6qyzAODJm0fHPihvDRhyTHufDl_-2GsXQDE4aXHjvP-bAh0WgMQQ8sSdzET/pub?start=false&loop=false&delayms=3000&fbclid=IwAR1dGKgNbvNOG7E9ZBgEuryAn0xaorUbEGKuusDYlbmzrwZkZiSsv7cpPE0&slide=id.g591062789_0_0

Furey, W., By, Furey, W., Bio, W. F. A., & Bio, A. (2022, January 12). The stubborn myth of "Learning styles". Education Next. Retrieved July 3, 2022, from https://www.educationnext.org/stubborn-myth-learning-styles-state-teacher-license-prep-materials-debunked-theory/

Harvard, B. (2019, December 23). Learning myths vs. learning facts. Psych Learning Curve. Retrieved July 3, 2022, from http://psychlearningcurve.org/learning-myths-vs-learning-facts/

Holland Code Assessment - Extension. (n.d.). Retrieved July 3, 2022, from https://fyi.extension.wisc.edu/teencourthub/files/2014/05/Holland-Code-Assessment.pdf

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Strauss, V. (2021, November 30). Howard Gardner: 'multiple intelligences' are not 'learning styles'. The Washington Post. Retrieved July 3, 2022, from https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/