Clinton-Lisell Virginia, Litzinger Christine
Department of Education, Health, and Behavior Studies, University of North Dakota, Grand Forks, ND, United States.
Front Psychol. 2024 Jul 10;15:1428732. doi: 10.3389/fpsyg.2024.1428732. eCollection 2024.
Learning styles have been a contentious topic in education for years. The purpose of this study was to conduct a meta-analysis of the effects of matching instruction to modality learning styles compared to unmatched instruction on learning outcomes. A systematic search of the research findings yielded 21 eligible studies with 101 effect sizes and 1,712 participants for the meta-analysis. Based on robust variance estimation, there was an overall benefit of matching instruction to learning styles, = 0.31, SE = 0.12, 95% CI = [0.05, 0.57], = 0.02. However, only 26% of learning outcome measures indicated matched instruction benefits for at least two styles, indicating a crossover interaction supportive of the matching hypothesis. In total, 12 studies without sufficient statistical details for the meta-analysis were also examined for an indication of a crossover effect; 25% of these studies had findings indicative of a crossover interaction. Given the time and financial expenses of implementation coupled with low study quality, the benefits of matching instruction to learning styles are interpreted as too small and too infrequent to warrant widespread adoption.
多年来，学习风格一直是教育领域中一个有争议的话题。本研究的目的是对与不匹配教学相比，匹配教学与模态学习风格对学习成果的影响进行荟萃分析。对研究结果进行系统检索后，得到了21项符合条件的研究，共101个效应量和1712名参与者用于荟萃分析。基于稳健方差估计，匹配教学与学习风格总体上有好处，g = 0.31，标准误 = 0.12，95%置信区间 = [0.05, 0.57]，p = 0.02。然而，只有26%的学习成果测量指标表明匹配教学对至少两种风格有好处，这表明存在支持匹配假设的交叉交互作用。总共还检查了12项没有足够统计细节用于荟萃分析的研究，以寻找交叉效应的迹象；其中25%的研究结果表明存在交叉交互作用。鉴于实施的时间和财务成本以及研究质量较低，将教学与学习风格相匹配的好处被认为太小且不常见，不值得广泛采用。
