Research shows that offering students preferred learning styles does not lead to improved student performance
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The idea that ' each child has a learning style that suits them ' is widespread around the world, and some educators use the 'VARK (Visual, Auditory, Reading, and Motor)' questionnaire to classify students' learning styles. However, in recent years, it has become clear that 'there is no clear evidence to support the idea of learning styles.' Meanwhile, the educational science journal Anatomical Sciences Education has published research results that deny the effect of learning styles.
Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles - Husmann - - Anatomical Sciences Education - Wiley Online Library
https://onlinelibrary.wiley.com/doi/abs/10.1002/ase.1777
“Another nail in the coffin for learning styles” – students did not benefit from studying according to their supposed learning style – Research Digest
https://digest.bps.org.uk/2018/04/03/another-nail-in-the-coffin-for-learning-styles-students-did-not-benefit-from-studying-according-to-their-supposed-learning-style/
The learning style theory involves students being asked to complete a VARK questionnaire, which categorizes them into four learning styles, such as 'visual learning' and 'auditory learning,' and then assigns them learning methods that fit their learning style. While the learning style theory has supporters around the world, in reality, attempts to change learning methods based on learning style are said to only have the effect of making students feel like they've studied well, regardless of whether they actually studied or not .
However, despite numerous studies stating that there is no evidence for learning styles , many educators still support the learning style theory. Some supporters of the learning style theory argue that the reason previous research has not supported the learning style theory is because it has not taken into account the impact outside of school, namely, that if a student has a preferred learning style, they will spend more time studying independently outside of class. They argue that previous research has attempted to apply learning styles to educational methods in schools, and has not measured the effects of learning styles on learning outside of class.
To measure the effectiveness of learning styles outside of class, a research team at Indiana University used the VARK questionnaire to classify hundreds of students enrolled in an anatomy lecture and lab course into their individual learning styles. The researchers encouraged the students to 'use learning strategies consistent with the VARK questionnaire during independent study outside of class.' After completing the one-year course, they analyzed whether the students actually used the learning styles identified as suitable for them and whether their grades were related to their learning styles.
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The results showed that 67% of students did not use the learning styles identified in the VARK survey, and that students who studied in a way that matched their learning style did not achieve higher grades than students who did not use their learning style.
While there was no correlation between learning style and grades, the researchers found that students who performed better were more likely to engage in specific study modalities unrelated to their learning style, such as microscopy practice or taking lecture notes. Furthermore, memorizing flashcards did not result in better grades.
The research team states that the results of this study show that learning styles have no secondary effects beyond those originally expected, and that statements such as 'I'm good at image learning, so I'm not good at reading text' should not be used.
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