Canfield's learning style variables predicted academic success where cognitive style did not¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i1 small
Currency · newest study 1985 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i1 Over 20 percent of variance in multiple-choice examination scores was explained by four learning style variables, while cognitive style showed no correlation with academic success. → Tamaoka 1985

Evidence¶

Tamaoka 1985¶

Tamaoka, Katsuo. (1985). Historical Development of Learning Style Inventories from Dichotomous Cognitive Concepts of Field Dependence and Field Independence to Multi-Dimensional Assessment. https://eric.ed.gov/?id=ED339729

q2 · i1 · review · r2

The review reports Blagg's comparison of the Hidden Figures Test, the Canfield Learning Styles Inventory and the Master's Comprehensive Examination, finding no correlation between academic success and cognitive style but "over 20 percent of the variance" explained by four learning style variables; N was 51.

"over 20 percent of the variance in scores on the multiple-choice section of the Master's Comprehensive Examination was explained by four learning style variables : Listening, Organization, Independence and Direct Experience"

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Self-regulated learning strategies account for up to 51% of the variance in academic performance, with metacognitive regulation strategies the strongest predictors — related
• A reduced set of non-cognitive factors alone explains 17–25% of the variance in university GPA across three years of a degree — related
• Cognitive factors explain about 49% of variance in simulation-based inquiry performance among young adults — related