The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by course type¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Under the random effect model, the between-groups Q for course type was not significant (p > .05); effect sizes are independent of course type. → Kanadlı 2016

Evidence¶

Kanadlı 2016¶

Kanadlı, S. (2016). A meta-analysis on the effect of instructional designs based on the learning styles models on academic achievement, attitude and retention. Educational Sciences: Theory & Practice, 16, 2057–2086. https://doi.org/10.12738/estp.2016.6.0084

q3 · i? · quant-synthesis · r2

Moderator analysis across natural science, social science, mathematics, English and informatics courses. Random-effects effect sizes were 0.743 (English), 1.165 (natural science), 1.111 (social science) and 0.702 (informatics); the highest was in natural sciences and the lowest in informatics, but the difference was not significant.

"Under the random effect model, the Q statistic yielded no significance result ( p > .05). These results reveal that there is not a meaningful difference between the effects sizes of the classification created according to course type: namely the effect sizes of the courses tailored to learning styles model on the academic achievement are independent of course type."

Discussion¶

Related Claims¶

• The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect — related
• Instruction tailored to students' learning styles shows a large pooled random-effects effect on academic achievement (d = 1.029) across 29 Turkish experimental studies — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly between quasi-experimental and true-experimental designs — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by learning style model — related
• Learning-styles-tailored instruction shows a large pooled effect on students' attitudes toward courses (d = 1.113) — related
• Learning-styles-tailored instruction shows a large pooled effect on retention, with inconsistent printed values (d = 1.763 in Table 7; d = 1.290 in the abstract and discussion) — related
• The effect of multiple intelligence practices does not differ significantly by course type, though Social Sciences shows the highest and Physics-Chemistry the lowest value — related
• Effect sizes differ significantly by course, with the highest effects in science learning, English, and computer courses and the lowest in religion. — reports the opposite