Learning styles - Do they matter?

A T Wilkinson, M Boohan, M Stevenson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Educational research on learning styles has been conducted for some time, initially within the field of psychology. More recent research has been conducted in more diverse disciplines, with greater emphasis on application. There is also a wide variety of instruments available to measure style, which can be confusing to both teacher and learner alike. However, it is generally accepted that learning styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? Using the Honey and Mumford Learning Style Questionnaire, learning styles of medical students at Queen's University Belfast have been monitored for the past 4 years. Despite demographic changes, with more graduate students being admitted more recently, the mean score for reflectors has been consistently highest (14.8-16.1), followed by theorist (11.8-12.3), pragmatist (10.9-11.4) and then activist (7.2-8.6). At Cardiff University, the VAK method was used to test learning styles of science students, with the highest scores being attained for visual learners (4.9), followed by auditory (4.3) and then kinaesthetic (3.9). The scores for the different student learning styles was then correlated with their results in different types of assessments - single best answer, short answer questions and objective structured clinical examinations in a variety of subjects. Although the correlations were statistically significant in some cases, they generally appeared to be weak. It therefore seems from this study that although the learning styles of students vary, they have little effect on performance in specific forms of assessment.
Original languageEnglish
Title of host publicationJournal of Anatomy
Place of PublicationA.T. Wilkinson, Cardiff University, United Kingdom
Pages75
Number of pages1
DOIs
Publication statusPublished - 2012

Publication series

NameJournal of Anatomy
Volume221

Fingerprint

learning
student
examination
educational research
population development
performance
medical student
psychology
graduate
questionnaire
teacher
science

Keywords

  • anatomy
  • clinical examination
  • examination
  • graduate student
  • honey
  • human
  • learning style
  • medical student
  • psychology
  • questionnaire
  • society
  • student
  • teacher
  • university
  • winter

Cite this

Wilkinson, A. T., Boohan, M., & Stevenson, M. (2012). Learning styles - Do they matter? In Journal of Anatomy (pp. 75). (Journal of Anatomy; Vol. 221). A.T. Wilkinson, Cardiff University, United Kingdom. https://doi.org/10.1111/j.1469-7580.2012.01515.x
Wilkinson, A T ; Boohan, M ; Stevenson, M. / Learning styles - Do they matter?. Journal of Anatomy. A.T. Wilkinson, Cardiff University, United Kingdom, 2012. pp. 75 (Journal of Anatomy).
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Wilkinson, AT, Boohan, M & Stevenson, M 2012, Learning styles - Do they matter? in Journal of Anatomy. Journal of Anatomy, vol. 221, A.T. Wilkinson, Cardiff University, United Kingdom, pp. 75. https://doi.org/10.1111/j.1469-7580.2012.01515.x

Learning styles - Do they matter? / Wilkinson, A T; Boohan, M; Stevenson, M.

Journal of Anatomy. A.T. Wilkinson, Cardiff University, United Kingdom, 2012. p. 75 (Journal of Anatomy; Vol. 221).

Research output: Chapter in Book/Report/Conference proceedingChapter

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AU - Boohan, M

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Wilkinson AT, Boohan M, Stevenson M. Learning styles - Do they matter? In Journal of Anatomy. A.T. Wilkinson, Cardiff University, United Kingdom. 2012. p. 75. (Journal of Anatomy). https://doi.org/10.1111/j.1469-7580.2012.01515.x