Close Menu
bkngpnarnaul
  • Home
  • Education
    • Biology
    • Chemistry
    • Math
    • Physics
    • Science
    • Teacher
  • E-Learning
    • Educational Technology
  • Health Education
    • Special Education
  • Higher Education
  • IELTS
  • Language Learning
  • Study Abroad

Subscribe to Updates

Please enable JavaScript in your browser to complete this form.
Loading
What's Hot

University of Virginia President Resigns After Trump’s Demands

June 28, 2025

X-ray boosting fabric could make mammograms less painful

June 28, 2025

Wolfram Education Programs for Middle School, High School and Beyond—Wolfram Blog

June 28, 2025
Facebook X (Twitter) Instagram
Sunday, June 29
Facebook X (Twitter) Instagram Pinterest Vimeo
bkngpnarnaul
  • Home
  • Education
    • Biology
    • Chemistry
    • Math
    • Physics
    • Science
    • Teacher
  • E-Learning
    • Educational Technology
  • Health Education
    • Special Education
  • Higher Education
  • IELTS
  • Language Learning
  • Study Abroad
bkngpnarnaul
Home»Teacher»Learning Styles: Two Studies, Two Conclusions
Teacher

Learning Styles: Two Studies, Two Conclusions

adminBy adminMay 28, 2025No Comments4 Mins Read0 Views
Share Facebook Twitter Pinterest LinkedIn Tumblr Email WhatsApp Copy Link
Follow Us
Google News Flipboard Threads
Learning Styles: Two Studies, Two Conclusions
Share
Facebook Twitter LinkedIn Pinterest Email Copy Link


@TeacherToolkit

Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
Read more about @TeacherToolkit

Do learning styles improve student achievement, and who should we believe?

Two major studies reach completely different conclusions about learning styles. One says ditch them. The other says they work. Who’s right?

Two studies. Two outcomes.

Two recent meta-analyses have tried to settle the decades-long debate about learning styles—and arrived at opposite conclusions.

Last week I summarised Hattie & O’Leary’s research (2025) reviewed 17 previous meta-analyses (n = 105,024) and concluded that matching teaching to learning styles had NO impact on achievement. Following this summary, a colleague shared this paper, a 2023 Turkish meta-analysis by Erdem & Kaf (n = 1,465) found a large positive effect (d = 0.926) from using learning-style-based instruction.

Who to believe?

Learning Styles
Hattie & O’Leary (2025)
Effect of Learning Styles on Academic Achievement: A MetaAnalysis SUPPORTING LEARNING STYLES!
Erdem & Kaf (2023)

Why learning styles remain popular

According to Hattie’s analysis, the problem isn’t learning preferences – it’s how they’re misunderstood. Teachers often confuse learning styles with strategies and end up planning lessons based on VAK (visual, auditory and kinaesthetic) quizzes that don’t correlate with actual learning gains. The idea is attractive because it feels personal and student-centred – but there’s no measurable benefit.

Erdem & Kaf’s study paints a different picture. They only included experimental studies where (Turkish) students were actually taught using methods tailored to their style (e.g., Kolb or Dunn & Dunn models). These weren’t just surveys or quizzes; they were carefully structured interventions. The results, especially in science and maths, showed significant gains in student achievement.

What should teachers do?

So, what should teachers do?

Hattie & O’Leary suggest abandoning the learning styles model entirely. They argue that it distracts from strategies that have strong evidence, like retrieval practice, self-questioning, and spaced learning. They encourage a shift towards metacognitive teaching—where students reflect on which strategies help them most.

Erdem & Kaf say the opposite: when done properly, adapting teaching to learning styles improves outcomes. They recommend continued use, particularly in STEM subjects, but acknowledge more cross-disciplinary research is needed. If learning styles are to be used, they must inform how students access material—not how content is delivered to them in rigid categories.

After further digging and evaluation, the Erdem & Kaf is based on studies in Turkey, and most importantly, on unpublished work, not peer reviewed. This means, even if the methods met scholarly standards for rigour and transparency, a global picture could be lacking when compared to the Hattie and O’Leary meta analysis which factors in 100,000 students and past, published research from across the globe.

I know what paper I would trust.

Both research papers conclude:

There is no support for the matching claim that students with different learning styles need different forms of teaching matched to their style. – Hattie & O’Leary (2025)

Learning-style based instruction makes a positive contribution to academic success in every field (E++ = 0.926). A highly statistically significant effect. – Erdem & Kaf (2023).

It’s not that Erdem & Kaf’s research is wrong, it’s that it’s an outlier in a much larger body of research that consistently finds learning styles have no measurable benefit. However, they may have a different opinion to me, which may explain why learning styles continues to be a prevailing myth.

Separating preference from practice

  1. Do teachers still use VAK/VARK surveys in planning?
  2. Are students being labelled by style or taught how to learn?
  3. Do classroom strategies adapt based on task, not preference?
  4. What’s the difference between a learning style and a learning strategy?
  5. How can SEND provision move beyond style-based assumptions?
  6. Are CPD sessions still promoting learning styles theory?
  7. Which research findings do teachers trust—and why?
  8. What might explain the cultural or educational differences between these two studies?
  9. Should learning preferences shape lesson access or lesson delivery?
  10. How do teachers make classroom decisions when research is conflicting?

Like this:

Like Loading…

Related



Source link

auditory learning Classroom Research Cognitive Science Conclusions differentiated instruction education debate education myths Evidence-Based Teaching Fads Hattie John Hattie kinaesthetic learning Learning Learning Strategies Learning Styles metacognition Myths Neuroeducation retrieval practice student achievement Studies Styles teacher CPD Teaching and Learning teaching evidence Teaching Styles Visual learning
Share. Facebook Twitter Pinterest LinkedIn Tumblr Email WhatsApp Copy Link
yhhifa9
admin
  • Website

Related Posts

Teacher

Sam Marsden on the Value of Improv Games to Spark Creative Thinking

June 28, 2025
IELTS

Myths busted for IELTS exam, Clear your approach.

June 27, 2025
Teacher

Point of View Creative Writing Prompts & Activity Ideas

June 27, 2025
Teacher

French Resources: Le Carnaval de Québec 2024

June 26, 2025
Educational Technology

AI for Teaching and Learning: Human Approaches for Technology Integration

June 26, 2025
Education

Making Learning Personal And Effective With Training Videos

June 25, 2025
Add A Comment
Leave A Reply Cancel Reply

Top Posts

10 Student Engagement Strategies That Empower Learners –

May 28, 20253 Views

Do You Hear What I Hear? Audio Illusions and Misinformation

May 28, 20253 Views

Improve your speech with immersive lessons!

May 28, 20252 Views

Arabic poetry, with a special focus on Palestine – Global Studies Blog

May 28, 20252 Views
Don't Miss

Open Access Week 2023–South Asia Resources

By adminJune 28, 20250

Open Access Week 2023 To suggest new content for SAOA, use the suggestion form. Source…

Best Abroad Study Consultants Near Me

June 27, 2025

Hayley’s Spring Semester in Maynooth

June 26, 2025

Study MD MS in UK Without PLAB

June 23, 2025
Stay In Touch
  • Facebook
  • Twitter
  • Pinterest
  • Instagram
  • YouTube
  • Vimeo

Subscribe to Updates

Please enable JavaScript in your browser to complete this form.
Loading
About Us
About Us

Welcome to Bkngpnarnaul. At Bkngpnarnaul, we are committed to shaping the future of technical education in Haryana. As a premier government institution, our mission is to empower students with the knowledge, skills, and practical experience needed to thrive in today’s competitive and ever-evolving technological landscape.

Our Picks

University of Virginia President Resigns After Trump’s Demands

June 28, 2025

X-ray boosting fabric could make mammograms less painful

June 28, 2025

Subscribe to Updates

Please enable JavaScript in your browser to complete this form.
Loading
Copyright© 2025 Bkngpnarnaul All Rights Reserved.
  • About Us
  • Contact Us
  • Disclaimer
  • Privacy Policy
  • Terms and Conditions

Type above and press Enter to search. Press Esc to cancel.