Learning styles measured by Kolb's inventory showed no significant change over one year of varied instruction¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1985 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1988: tool and model accuracy changes quickly
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 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Occupational therapy students tested before and after four quarters of varied learning formats exhibited no significant change in learning style. → 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 · i? · review · r2

The review reports Cahill and Madigan's pretest–posttest study in an occupational therapy class, with a pretest in the first week and a posttest after four quarters, finding "no significant change" on Kolb's inventory and the Rezler-French inventory despite varied instructional formats.

"students who were involved in different modes of learning over a one-year time period exhibited no significant change"

Discussion¶

Learner Variables¶

• Learning-Style Preferences — outcome: instruction changes reported style

Related Claims¶

• A four-quadrant FEA-supported experiential module was implemented across three heat transfer topics without formal assessment — related
• Kolb's inventory successfully differentiated group learning styles by students' subject majors — related
• Kolb's inventory showed no association with medical career choices, and its personality-type predictions were contradicted — related