Beth A. Rogowsky|Barbara M. Calhoun|Paula Tallal
Matching learning style to instructional method: Effects on comprehension.
Bloomsburg University|University of Pennsylvania|Vanderbilt University|Rutgers, The State University of New Jersey|Vanderbilt University|University of California, San Diego|Rutgers, The State University of New Jersey
hypothesized providing instruction based individuals preferred learning styles improves learning ie reading visual learners listening auditory learners also referred meshing hypothesis critical review literature pashler mcdaniel rohrer bjork 2008 concluded hypothesis lacks empirical evidence subsequently described experimental design needed evaluate meshing hypothesisfollowing design pashler et al empirically investigated effect learning style preference collegeeducated adults specifically applied verbal comprehension aptitude listening reading b learning based mode instruction digital audiobook etextfirst participants auditory visual learning style preferences established based standardized adult learning style inventoryparticipants given verbal comprehension aptitude test oral written formsresults failed show statistically significant relationship learning style preference auditory visual word learning aptitude listening comprehension reading comprehensionsecond participants randomly assigned 1 2 groups received instructional material nonfiction book different instructional mode digital audiobook etext completed written comprehension test immediately 2 weeksresults demonstrated statistically significant relationship learning style preference auditory visual word instructional method audiobook etext either immediate delayed comprehension teststaken together results investigation failed statistically support meshing hypothesis either verbal comprehension aptitude learning based mode instruction digital audiobook etext