![]() (2017) found similar results when they tested teachers, those with high exposure to neuroscience, and the general public with the same statement in the United States. Results showed that 93% of teachers from the United Kingdom and 96% of teachers from the Netherlands incorrectly agreed with the statement: “Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).” MacDonald et al. Given their high level of interest, it was predicted they would be current in effective research-based practices. (2012) surveyed 242 teachers from the United Kingdom ( n = 137) and the Netherlands ( n = 105) who were interested in applying neuroscientific findings in their classrooms. Although it makes intuitive sense that students will learn best when taught in their preferred learning style, there have been multiple studies calling this methodology into question ( Constantinidou and Baker, 2002 Kratzig and Arbuthnott, 2006 Massa and Mayer, 2006 Kassaian, 2007 Kolloffel, 2012 Hansen and Cottrell, 2013 Rogowsky et al., 2015 Knoll et al., 2017).ĭespite the lack of evidence, adherence to learning styles hypotheses is globally pervasive. Likewise, students classified as auditory learners will recall more when content is presented in an auditory format. For example, it is hypothesized that students classified as visual learners will recall more when content is presented in a visual format. The underlying premise of learning styles is that teaching to a student’s preferred style results in optimal learning. Learning styles-based education, specifically targeting auditory and visual learners, is common practice from kindergarten through post-secondary education ( Lynch, 2015 Newton, 2015). As such, and counter to current educational beliefs and practices, teachers may actually be doing a disservice to students by using resources to determine their learning style and then tailoring the curriculum to match that learning style. ![]() Fifth graders with a visual learning style scored higher than those with an auditory learning style on listening and reading comprehension measures. Consistent with earlier findings with adults, results failed to find a significant relationship between auditory or visual learning style preference and comprehension. The current study uses the same design and methodology as its predecessor, but on a school-aged population, making it the first of its kind. ![]() The caveat to the 2015 study is that it was conducted with adult learners. Their study has been noted as “The only study located through the systematic literature search across six different databases and the screening of more than 1000 records that was totally aligned with Pashler’s criteria” ( Aslaksen and Loras, 2018, p. (2015) examined the extent to which learning style predicts comprehension and retention based on mode of instruction. Focusing specifically on the visual/auditory dichotomy, Rogowsky et al. (2015) published the first study following the experimental design prescribed by Pashler et al. (2009) noted, “.very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education” (p. Having conducted an extensive review of the literature, Pashler et al. Despite a lack of empirical evidence, teaching to a student’s perceived learning style remains common practice in education ( Pashler et al., 2009). Teachers commonly categorize students as visual or auditory learners. 4Center for Human Development, University of California, San Diego, San Diego, CA, United States. ![]() ![]() 3Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, United States.2Independent Researcher, Nashville, TN, United States.1Department of Teaching and Learning, Bloomsburg University of Pennsylvania, Bloomsburg, PA, United States. ![]()
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