Learning styles have no significant effect on academic achievement in this quasi-experiment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study's stated major finding is that learning styles have no significant effect on academic achievement. → Cimermanová 2018

Evidence¶

Cimermanová 2018¶

Cimermanová, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction, 11(3), 219-232. https://doi.org/10.12973/iji.2018.11316a

q2 · i? · causal · r1

Conclusion summarising the quasi-experiment's two-way ANOVA results; the article reports significance outcomes only, with no standardised effect size printed for the learning-style main effect.

"The major findings are as follows: (a) learning styles have no significant effect on academic achievement; (b) form of teaching has no significant effect on academic achievement;"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Learning style and form of teaching show no statistically significant interaction effect on university students' academic achievement — related
• Only competitive learning style correlated significantly with achievement, and only in the online group — related
• Instruction tailored to students' learning styles shows a large pooled random-effects effect on academic achievement (d = 1.029) across 29 Turkish experimental studies — reports the opposite