Auditory learners are the highest scorers under both teaching styles but gain no significant benefit from the experiment format¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Model 1, auditory learners show positive, significant learning-outcome gains relative to other learning preferences. → Nirupama Devaraj and Jaishankar Raman 2014 q2 i? Auditory learners do not experience significant gains from experiment-based learning; the Auditory Experiment interaction is insignificant. → Nirupama Devaraj and Jaishankar Raman 2014

Evidence¶

Nirupama Devaraj and Jaishankar Raman 2014¶

Nirupama Devaraj and Jaishankar Raman. (2014). The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods. Journal of Learning in Higher Education, Fall 2014 (Volume 10 Issue 2). https://eric.ed.gov/?id=EJ1143339

q2 · i? · causal · r1

OLS regression of total points with VARK learning-preference dummies (Auditory coefficient 0.80, significant at 5% in Model 1). The article reports "positive and sig- nificant gains" and highest scores across both class groups, attributing this to lectures and post-experiment discussion matching auditory preferences.

"In Model 1, auditory learners experience positive and sig- nificant gains in learning outcomes. They also tend to be the highest scorers across both class groups (see Figure 2)."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — moderator: an effect differed by reported style in this study; matching to style is not supported overall

Related Claims¶

• Learning Styles Matching Does Not Improve Learning — a broader claim this one bears on
• Visual learners retained mathematics knowledge better than auditory and tactile learners under reform-based instruction — reports the opposite
• Among reform-based instruction students, visual learners achieved significantly higher mathematics scores than tactile learners — related
• Science achievements correlated significantly and positively with preferences for visual, auditory, and agency-support means, but not sensorimotor means, with low coefficients — related
• In hierarchical regression, gender and LD status contributed 6.4% to science achievements, and auditory learning preference contributed a further significant 3.1% beyond them — related