Juan Wang, Zhenxing Mao, Dandan Wei, Pengling Liu, Keliang Fan, Qingqing Xu, Lulu Wang, Xian Wang, Xiaomin Lou, Hualiang Lin, Chunyang Sun, Chongjian Wang, Cuiping Wu
Prevalence and associated factors of anxiety among 538,500 Chinese students during the outbreak of COVID-19: A web-based cross-sectional study
Psychiatry research
term learning styles refers concept individuals differ regard mode instruction study effective proponents learningstyle assessment contend optimal instruction requires diagnosing individuals learning style tailoring instruction accordingly assessments learning style typically ask people evaluate sort information presentation prefer eg words versus pictures versus speech andor kind mental activity find engaging congenial eg analysis versus listening although assessment instruments extremely diverse commonbut onlyhypothesis instructional relevance learning styles meshing hypothesis according instruction best provided format matches preferences learner eg visual learner emphasizing visual presentation information learningstyles view acquired great influence within education field frequently encountered levels ranging kindergarten graduate school thriving industry devoted publishing learningstyles tests guidebooks teachers many organizations offer professional development workshops teachers educators built around concept learning styles authors present review charged determining whether practices supported scientific evidence concluded credible validation learningstylesbased instruction requires robust documentation particular type experimental finding several necessary criteria first students must divided groups basis learning styles students group must randomly assigned receive one multiple instructional methods next students must sit final test students finally order demonstrate optimal learning requires students receive instruction tailored putative learning style experiment must reveal specific type interaction learning style instructional method students one learning style achieve best educational outcome given instructional method differs instructional method producing best outcome students different learning style words instructional method proves effective students one learning style effective method students different learning style review literature disclosed ample evidence children adults asked express preferences prefer information presented also plentiful evidence arguing people differ degree fairly specific aptitudes different kinds thinking processing different types information however found virtually evidence interaction pattern mentioned judged precondition validating educational applications learning styles although literature learning styles enormous studies even used experimental methodology capable testing validity learning styles applied education moreover use appropriate method several found results flatly contradict popular meshing hypothesis conclude therefore present adequate evidence base justify incorporating learningstyles assessments general educational practice thus limited education resources would better devoted adopting educational practices strong evidence base increasing number however given lack methodologically sound studies learning styles would error conclude possible versions learning styles tested found wanting many simply tested research use learningstyles assessment instruction may cases warranted research needs performed appropriately