Each of us has a unique way of learning, but does it mean we have a “style” that determines how we learn best? For many years, the concept of learning styles has been widely accepted. Yet, this common belief might not be as accurate as we once thought.

Key Takeaways

• The belief in learning styles has been debunked by numerous studies, yet persists due to confusion and entrenched nature.
• Believing in learning styles can negatively affect students’ potential and perceptions of parents/teachers.
• Alternatives, such as emphasizing different strategies & addressing individual differences, should be explored to improve student outcomes.

The Origins of Learning Styles

The term ‘learning styles’ is commonly used in the educational sphere. The concept suggests that individuals have distinct ways of learning, such as:

• visual
• auditory
• reading/writing
• kinesthetic

People often believe that teaching approaches should be customized to these styles. The popularity of students learning styles can be credited to their resonance with intuitive beliefs and the human desire to categorize individuals, providing a comforting framework through which to understand learning. The learning styles model plays a significant role in this process.

Yet, the concept of learning styles has been debunked by numerous studies. So how did it become so popular? The creation of the VARK questionnaire by Neil Fleming played a significant role in popularizing the learning styles theory. This tool categorizes individuals into:

• Visual learners
• Aural learners
• Read/write learners
• Kinesthetic learners

Its widespread adoption has reinforced the belief in learning styles.

Even though the idea of learning styles has been disproven, it still persists in the educational field. Many educators uphold the notion that every student learns in a unique way and that teaching methods should be tailored to these individual differences.

The Science Behind Learning Styles (Or, the lack Thereof!)

While the idea of learning styles may seem intuitive, science tells a different story. Absence of concrete scientific evidence questioning the validity of the learning styles theory.

Let’s delve into what the research findings suggest.

Systematic and Critical Reviews

A systematic and critical review of learning styles research reveals a glaring absence of scientific evidence endorsing the concept. According to a 2017 study published in Frontiers in Psychology, there is currently no empirical evidence to substantiate the concept of learning styles and their impact on student learning.

Research by the American Psychological Association suggests that belief in learning styles may even have a detrimental effect on learners. The learning style myth rests on the assumption that students have a fixed learning style, which can limit their potential and negatively impact their academic performance.

Further, the British Psychological Association Digest points out that learners do not derive benefits from their preferred learning style, emphasizing the lack of empirical evidence supporting learning styles’ existence.

Individual Studies

Diving into individual studies further elucidates the lack of evidence supporting learning styles. Various studies, including one published in Anatomical Sciences Education, found no significant correlation between a student’s dominant learning style and their academic performance or grades.

Interestingly, the same study revealed that:

• 67% of students did not align their study methods with their preferred learning style.
• This suggests that efforts to accommodate learning styles in teaching may not necessarily lead to improved learning outcomes.
• Researchers concluded that there is inadequate evidence to endorse the promotion of learning styles in studying or teaching interventions.

The Persistence of the Learning Styles Belief

Why does the conviction in learning styles continue, in spite of the absence of scientific support? One reason is the confusion between learning styles and abilities. For instance, individuals often mistake their abilities for learning styles. Here are some examples:

• Identifying as a visual learner because of their strong visual memory, when in fact it reflects ability rather than a preference for a visual learning style.
• Identifying as an auditory learner because they have good listening skills, when in fact it reflects ability rather than a preference for an auditory learning style.
• Identifying as a kinesthetic learner because they enjoy hands-on activities, when in fact it reflects ability rather than a preference for a kinesthetic learning style.

Moreover, the entrenched nature of the concept within educational systems leads many educators to structure their lessons based on these beliefs, even in the absence of supporting evidence. The phenomenon of social proof, where the widespread acceptance of an idea creates a reluctance to question it without possessing specialized expertise, also plays a role in the persistence of belief in learning styles.

The Consequences of Believing in Learning Styles

The misconception of learning styles influences the assumptions and beliefs regarding the academic potential and abilities of young students and impacts the perceptions of parents and teachers.

Effects on Educators

The belief in learning styles can impose excessive pressure on educators, affecting their teaching methods and self-efficacy. Educators may feel compelled to:

• Customize their instruction to align with the perceived learning style of individual students, leading to an inefficient use of time and resources
• Potentially constraining their students’ opportunities for progress and advancement

Additionally, educators who hold the belief in learning styles may experience increased self-efficacy in their ability to address various learning styles and fulfill their students’ needs. However, this belief lacks scientific backing and can result in an overemphasis on learning styles at the expense of other crucial aspects of effective teaching and learning.

Effects on Students

The acceptance of learning styles can also have a negative impact on students, as it frequently encourages a restricted perspective on learning and potential. Adhering to the belief in learning styles can restrict a student’s potential by:

• promoting a fixed mindset
• constraining them to specific learning strategies
• generating self-fulfilling prophecies
• oversimplifying the learning process

Furthermore, the belief in learning styles can influence students to believe that they can only excel in ways that correspond to their perceived fixed learning style, leading to doubts about their abilities in other learning situations and a sense of limitation. However, research findings on the influence of belief in learning styles on academic performance have been inconclusive.

Alternatives to Learning Styles

Although the notion of learning styles has been discredited, it doesn’t imply a uniform learning method for all students. Let’s investigate some research-backed alternatives that can boost learning outcomes.

Emphasizing Different Learning Strategies

Facilitating students to explore diverse learning strategies from an early age is crucial as it assists them in cultivating a comprehensive approach to learning, enabling them to gain varied perspectives, explore different methodologies, and foster inclusivity within the classroom. These strategies range from spaced practice and retrieval practice to inquiry-based teaching and gamification.

Utilizing a range of learning strategies can enhance a student’s learning capacity by effectively organizing specific skills to improve the learning of curriculum content and task completion. Empirical evidence supporting the utilization of varied learning strategies is derived from research demonstrating their ability to enhance the process of teaching and learning, cater to the diverse requirements of learners, and enhance learning results.

Addressing Individual Differences

Another alternative to learning styles is personalized education, instruction that is customized to accommodate the specific needs and preferences of each student so that individual variations in learning can be better catered to, encompassing:

• Numerical, language, and spatial abilities
• Intelligence level
• Achievement
• Aptitude
• Interests
• Personality dimensions

These individual differences can have a substantial impact on academic performance. Teachers can accommodate individual differences in learning by implementing strategies such as:

• Differentiating instruction
• Incorporating multiple intelligences
• Catering to student interests
• Providing flexible learning options

The belief in learning styles, though widespread, lacks scientific support. However, understanding the origins of this belief, its persistence, and the consequences of this belief is crucial. Alternatives such as different learning strategies and addressing individual differences offer more effective approaches to enhance learning outcomes.