Learning Styles: Lack of Research-Based Evidence

Abstract

Numerous learning styles theories have been developed and applied in K-12 and higher education settings. The idea of learning styles, or differences in how people learn, appeals to many educators as a way of meeting their students’ individual needs. Despite decades of research showing that learning styles theory is a neuromyth, the practice continues. There is no empirical research that shows matching a student’s preferred learning style to instruction produces better learning outcomes. In fact, there is no correlation between learning style and academic performance. Instruments used to determine a learning style are self-reported and unreliable. Focusing on one learning style does students a disservice by preventing them from developing their skills in other areas. The learning styles myth continues due to deep-seated beliefs among educators, commercial enterprises, students, and parents. School administrators, teacher educators, and teachers need to focus on employing research-based approaches instead of using practices for which there is no evidence of positively impacting student learning. There are several research-based practices that more effectively meet students learning needs, such as active learning and culturally responsive teaching.