Advice about the Use of Learning Styles: A Major Myth in Education.

Dembo, Myron H.; Howard, Keith

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Title: Advice about the Use of Learning Styles: A Major Myth in Education

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Title:	Advice about the Use of Learning Styles: A Major Myth in Education
Authors:	Dembo, Myron H.; Howard, Keith
Descriptors:	Teaching Methods; Cognitive Style; Measures (Individuals); Validity; Reliability; Individual Differences; Educational Research
Source:	Journal of College Reading and Learning, v37 n2 p101-109 Spr 2007
More Info: Help Peer Reviewed:	Yes
Publisher:	Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net
Publication Date:	2007-00-00
Pages:	9
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The authors' goal in this paper is to initiate a dialogue among educators who continue to make assertions about the usefulness of identifying students' learning styles with little or no research support. They discuss the status of learning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors. They explore a number of key questions: (1) Are learning style instruments valid and reliable?; (2) Do students benefit when the type of instruction matches their preferred learning style?; and (3) More specifically, is there evidence that understanding one's learning style improves concentration, memory, self-confidence, and reduces anxiety, and leads to better grades? They conclude that learning style instruments have not been shown to be valid and reliable, there is no benefit to matching instruction to preferred learning style, and there is no evidence that understanding one's learning style improves learning and its related outcomes. They urge instructors to reconsider their instructional practices, especially the advice they give students about learning styles, and base their practices on sound research.
Abstractor:	ERIC
Reference Count:	23

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Record Type:	Journal
Level:	N/A
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1079-0195
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.crla.net

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