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)¶

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 on retention is large, though the article prints two different values for it. → 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 10 studies on retention; heterogeneity was high (Q = 55.642, I² = 83.83%), so the random effect model was used. Table 7 prints d = 1.763 with a U3 of 90.3%, while the abstract and discussion print d = 1.290 for retention — an internal inconsistency in the article.

"When the effect sizes of 10 studies included in this review were combined according to the random effect model, the common effect size was computed as (d) 1.763 with 0.241 standard error and 95% confidence intervals of 1.763 and 0.817."

Discussion¶

Related Claims¶

• Instruction tailored to students' learning styles shows a large pooled random-effects effect on academic achievement (d = 1.029) across 29 Turkish experimental studies — related
• Learning-styles-tailored instruction shows a large pooled effect on students' attitudes toward courses (d = 1.113) — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by learning style model — related
• The 5E model shows a large pooled effect on retention scores versus traditional methods, though the article's own Z-test is reported as non-significant — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly between quasi-experimental and true-experimental designs — related
• Diagnostic analyses show the pooled effect sizes for achievement, attitude and retention are robust and not attributable to publication bias — related
• The effect of learning-styles-tailored instruction on academic achievement does not differ significantly by course type — related