Instruction tailored to students' learning styles shows a large pooled random-effects effect on academic achievement (d = 1.029) across 29 Turkish experimental studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The random-effects common effect size of learning-styles-tailored instruction on academic achievement is d = 1.029, a large effect. → 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 · i3 · quant-synthesis · r2

Meta-analysis of 29 experimental studies from Turkey (2004–2014) with a total sample of 2159 students; heterogeneity was high (I² = 75.21%), so the random effect model was used. The pooled d = 1.029 corresponds to a U3 of 84.1%, meaning "the average student receiving instruction tailored to their learning styles (treatment group) scored higher on achievement tests than 84.1% of students receiving no instruction".

"When the effect sizes of 29 studies included in this review were combined according to the random effect model, the common effect size was calculated as (d) 1.029 with 0.095 standard error, and 95% confidence intervals of 1.216 and 0.843."

Discussion¶

Related Claims¶

• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by course type — 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 — a narrower finding that bears on this claim
• 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
• Multiple intelligence based instructional practices have a large positive effect on academic achievement in Turkish experimental studies — related
• MIT-based instruction shows a large overall positive effect on students' academic achievement in a meta-analysis of 75 Turkish experimental theses and dissertations — related