A study published in Frontiers in Education investigates whether there is an association between pupils’ self-reported preferred learning styles and teachers’ evaluation of each pupil’s learning style, and whether teachers’ assessments are informed by their pupils’ intellectual ability.
The term “learning styles” is used to account for differences in the way that individuals learn, and the idea that pupils learn better if teachers can tailor their teaching to a pupil’s preferred style of learning, often described as either visual, auditory or kinesthetic.
In the study conducted by Marietta Papadatou-Pastou and colleagues, 199 fifth and sixth grade pupils from five schools in Athens, Greece, chose which was their preferred learning style (visual, auditory or kinesthetic). They also completed a short IQ test (the Raven’s matrices). Their teachers were asked to identify each of their pupils’ preferred learning style. Each pupil’s learning style was judged by one teacher.
There was no significant correlation between the teachers’ judgements of their pupils’ preferred learning styles and the pupils’ own assessment. There was also no association between the teachers’ judgments of their pupils’ learning style and the students’ intellectual ability, suggesting that the teachers were not using intellectual ability as a proxy for learning style.
In Best Evidence in Brief, we have previously reported research showing that there is no practical utility in knowing pupils’ learning styles. This latest research reinforces this conclusion.
Source: The learning styles educational neuromyth: Lack of agreement between teachers’ judgments, self-assessment, and students’ intelligence (November 2018), Frontiers in Education