Capella University

PSYC FPX 3500 Learning and Cognition

Prof. Name

December, 2024

Learning Styles Theory 

PSYC FPX 3500 Assessment 2 The Learning Styles Theory posits that every individual has his or her specific preferences on how he or she receives and processes information (Gu et al., 2024). Most types of learning styles are categorized into visual, auditory, and kinesthetic. A person who is a visual learner generally learns best by seeing images, diagrams, or something written down. An auditory learner learns best by hearing lectures, discussions, or audio materials. A kinesthetic or physical learner learns best through hands-on activities or direct physical involvement. Tailor educational approaches to this diversity of learning styles. The theory emphasizes the improvement of comprehension, retention, and ultimately effectiveness in learning. However, this has been criticized as well because the theory has no empirical evidence to support it empirically and the accuracy and complexity of identifying each one of the preferred styles for which accommodations are made.

The Impact of Learning Styles 

Since one of the arguments for how styles of learning affect education concerns a better match between instruction and preference, thus enhancing engagement and achievement, the consideration of how individuals learn has become an educational process (Farley & Burbules, 2022). This includes the knowledge of how to create instructional models when educators are aware of varied ways individuals learn: visual, auditory, or kinesthetic, for example. For example, diagrams or charts may be better suited for visual learners, and auditory learners may perform better in verbal explanations or discussions. Kinesthetic learners, who learn better by performing, may also learn more effectively with interactive tasks. In any case, research on learning styles has been inconclusive and some studies have raised the issue of whether teaching styles need to be adjusted to learning style preferences. Still, a diverse group of learners may benefit from various teaching methods and create a more inclusive and engaging classroom.

Research Methodology of Learning Styles Theory 

Much of the research on the Learning Styles Theory is a study into the relationship between individual preferences for learning and academic performance (Newton & Salvi, 2020). This theory has been applied in various methods of investigation: surveys, observational studies, and experimental designs. Mostly, subjects in surveys employ the questionnaire or self-assessment tools to determine their preferred style, such as the VARK model, which categorized learning into four major styles: Visual, Auditory, Reading/Writing, and Kinesthetic. Then, researchers compare levels of academic performance or student engagement by comparing students within a category based on their preference for a learning style. Observational research may observe classroom interaction and teaching effectiveness of procedures aimed at taking advantage of the preferred student learning modes. Experimental studies typically look for evidence that matched teaching supports the students’ learning.

Although it has been widely applied, the learning methodology that Learning Styles Theory is built upon has been criticized to lack consistent empirical support in research (Deng et al., 2022).Some studies have found little evidence that matching teaching methods with individual learning styles improves learning outcomes. As a result, this has raised debates about the validity of learning styles as a reliable framework for education. Critics argue that prior knowledge, motivation, and quality of instruction are more salient in predicting student outcomes. In addition, difficulties in classification and measurement due to the nature of learning styles make methodology problematic because the learner might present with characteristics from multiple styles rather than fitting a single profile. These have led to a continuous debate about the best approach to studying and applying Learning Styles Theory in educational settings.

Limitations and Strengths 

Learning Styles Theory is both positive and negative (Lin et al., 2021). One strength is that it promotes individualized learning, allowing the educator to tailor teaching methods toward the preference of the learner, increasing engagement and motivation in the class. This method can ensure a more inclusive classroom setting by catering to diverse needs. However, one limitation is that the theory is not supported by empirical evidence of consistent academic outcome improvements due to matching teaching styles to individual learning preferences. Many studies failed to show any clear relationship between learning style-based instruction and better learning results and the validity of the theory has thus been questioned. Furthermore, it would be too simplistic to put a student into a single style of learning because a learner may have characteristics of two or more styles. Thus, the theory becomes unworkable in practice.

Summary 

In a nutshell, the Learning Styles Theory posits that there are preferred ways to learn and that instruction tailored to these preferences can enhance learning outcomes  (Akem Solange Ojong, 2023). The theory has been popularized in educational settings, and its framework has been utilized in the pursuit of personalized teaching, but its practical application has been mixed. Research has indicated that the adoption of teaching strategies that are matched to learning styles does not always result in improved academic performance. Critics argue that success in learning is not based on the student motivation, prior knowledge, and the quality of instruction.

Conclusion

In a nutshell, the Learning Styles Theory argues that there are preferred ways of learning and that instruction suited to these preferences can improve outcomes in learning (Bao & Hashimah Mohd Yunus, 2022). It was popularized in the learning environment, and its framework has been used in efforts for personalized teaching, but practice has been mixed. In fact, studies suggest that the implementation of teaching strategies matched to learning styles does not automatically lead to better academic performance. Critics have argued that motivation of the student, prior knowledge, and instructional quality are more relevant factors that contribute to the success of learning.

References 

Akem Solange Ojong. (2023). Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions. International Journal of Linguistics, Literature and Translation, 6(6), 75–82. https://doi.org/10.32996/ijllt.2023.6.6.8

Bao, Y., & Hashimah Mohd Yunus. (2022). A Review On The Impact Of Blended Learning, Learning Styles, And The Community Of Inquiry Model On Student Interest In Learning In Higher Education. Educational Administration: Theory and Practice, 30(6), 1114–1120. https://doi.org/10.53555/kuey.v30i6.5449

Deng, R., Benckendorff, P., & Gao, Y. (2022). The limited usefulness of learning style instruments in advancing teaching and learning. The International Journal of Management Education, 20(3), 100686. https://doi.org/10.1016/j.ijme.2022.100686

Farley, I. A., & Burbules, N. C. (2022). Online education viewed through an equity lens: Promoting engagement and success for all learners. Review of Education, 10(3). https://doi.org/10.1002/rev3.3367

Gu, S., Yang, L., Du, Y., Chen, G., Walter, F., Wang, J., & Knoll, A. (2024). A Review of Safe Reinforcement Learning: Methods, Theories, and Applications. IEEE Transactions on Pattern Analysis and Machine Intelligence, 46(12), 11216–11235. https://doi.org/10.1109/tpami.2024.3457538

Newton, P. M., & Salvi, A. (2020). How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review. Frontiers in Education, 5. Frontiersin. https://doi.org/10.3389/feduc.2020.602451