SciShow bashes learning styles
Posted November 3, 2016on:
Since some people would rather watch a video bite than read articles, I share SciShow’s Hank Green’s 2.5 minute critique of “learning styles”.
From a review of research, Green highlighted how:
- the only study that seemed to support learning styles was severely flawed
- students with perceptions that they had one style over others actually benefitted from visual information regardless of their preference
This is just the tip of the iceberg of evidence against learning styles. I have a curated list here. If that list is too long to process, then at least take note of two excerpts from recent reviews:
… we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice.
In their review of research on learning styles for the Association for Psychological Science, Pashler, McDaniel, Rohrer, and Bjork (2008) came to a stark conclusion: “If classification of students’ learning styles has practical utility, it remains to be demonstrated.” (p. 117)
In Deans for Impact, Dylan Wiliam noted:
Pashler et al pointed out that experiments designed to investigate the meshing hypothesis would have to satisfy three conditions:
1. Based on some assessment of their presumed learning style, learners would be allocated to two or more groups (e.g., visual, auditory and kinesthetic learners)
2. Learners within each of the learning-style groups would be randomly allocated to at least two different methods of instruction (e.g., visual and auditory based approaches)
3. All students in the study would be given the same final test of achievement.
In such experiments, the meshing hypothesis would be supported if the results showed that the learning method that optimizes test performance of one learning-style group is different than the learning method that optimizes the test performance of a second learning-style group.
In their review, Pashler et al found only one study that gave even partial support to the meshing hypothesis, and two that clearly contradicted it.
Look at it another way: We might have learning preferences, but we do not have styles that are either self-fulling prophecies or harmful labels that pigeonhole. If we do not have visual impairments, we are all visual learners.
Learning is messy and teaching tries to bring order to what seems to be chaos. The problem with learning styles is that it provides the wrong kind of order. Learning styles has been perpetuated without being validated. A stop sign on learning styles is long overdue.