A study published in Frontiers in Education
investigates whether there is an association between students'
self-reported preferred learning styles and teachers' evaluation of each
student's learning style, and whether teachers' assessments are
informed by their students' intellectual ability.
The term "learning styles" is used to account for differences
in the way that individuals learn, and the idea that students learn
better if teachers can tailor their teaching to a student's preferred
style of learning, often described as either visual, auditory, or
kinesthetic.
In the study conducted by Marietta
Papadatou-Pastou and colleagues, 199 fifth and sixth grade students from
five schools in Athens, Greece, chose which was their preferred
learning style (visual, auditory, or kinesthetic). They also completed a
short IQ test (the Raven's matrices). Their teachers were asked to
identify each of their student's preferred learning style. Each
student's learning style was judged by one teacher.
There
was no significant correlation between the teachers' judgements of their
students' preferred learning styles and the students' own assessment.
There was also no association between the teachers' judgments of their
students' learning style and the students' intellectual ability,
suggesting that the teachers were not using intellectual ability as a
proxy for learning style.
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