Our review of the learning-styles literature led us to define a particular type of evidence that we see as a minimum precondition for validating the use of a learning-style assessment in an instructional setting. As described earlier, we have been unable to find any evidence that clearly meets this standard. Moreover, several studies that used the appropriate type of research design found results that contradict the most widely held version of the learning-styles hypothesis, namely, what we have referred to as the meshing hypothesis (Constantinidou & Baker, 2002; Massa & Mayer, 2006). The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing. If classification of students’ learning styles has practical utility, it remains to be demonstrated.
Wednesday, October 17, 2012
Learning Styles: Concepts & Evidence
Admittedly I have not read the whole thing--it's the middle of the school year, people, c'mon!--but the summary says it all: