Significant mismatches exist between faculty ideal learning styles and actual student learning styles¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1979 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1984: baselines and conditions change
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 i? When faculty ideal scores and student personal scores on the LSI were compared by division, a number of significant differences were found, particularly on AC-CE and AC scales. → Bue 1979

Evidence¶

Bue 1979¶

Bue, T. W. (1979). Teaching and Learning Styles in Higher Education: Match or Mismatch? https://eric.ed.gov/?id=ED172635

q2 · i? · the article prints no effect size for this finding · associational · r1

T-tests comparing faculty ideal LSI scores to student LSI scores by division (Table 18) show significant differences on AC-CE total (t=3.87, df=48, alpha=.001 for Sample 3; t=5.51, df=47, alpha=.001 for Sample 4) and AC total (t=3.23, df=45, alpha=.01).

"When faculty "ideal" scores and students' personal scores on the LSI were compared by division, a number of significant differences were found."

Discussion¶

Related Claims¶

• Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization — related
• Faculty across departments describe the same ideal learning style for students — related
• Student subject matter orientation differs significantly from faculty perceptions of departmental characteristics — related