Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance

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

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.

The Learning Styles Neuromyth Is Still Thriving in Medical Education

Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.