Dr Harold Pashier, Mark McDaniel and Dr Doug Rohrer
Taking the argument that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly, this review examines existing evidence and concludes that there is not a sound rationale for incorporating learning-style assessment into general educational practice.
The learning-style approach has gained great influence within the education field, and is frequently encountered at levels ranging from early years through to university level education. However, on examining the evidence the authors conclude that there is not sufficient basis to justify adapting assessment to individual’s particular learning style.
They do however warn that, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many, they say, have simply not been tested at all.
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