Hulme, JA and Allcock, SJ (2010) Learning styles in the classroom: Educational benefit or planning exercise? Psychology Teaching Review, 16 (2). 67 -77. ISSN 0965-948X

[thumbnail of Learning styles in the classroom PTR final.pdf]
Preview
Text
Learning styles in the classroom PTR final.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial.

Download (283kB) | Preview

Abstract

Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A-level student performance, compared to differentiation on the basis of academic ability. Matched classes of A-level psychology students participated. In one class, learning activities were differentiated by academic ability; in the other class, learning activities were differentiated by learning style for nine weeks, followed by a further class test. Student understanding of learning styles was also investigated. Both classes significantly improved from baseline to final test, but there was no significant difference in improvement between the two groups, and indeed a slight trend for more improvement following differentiation by ability. Further research into personalised learning is required, and suggestions are made for a student-focussed intervention to enable students to better understand and to employ their own learning styles as a tool for independent study.

Item Type: Article
Additional Information: Reproduced by permission of the publisher. First published as Hulme, JA and Allcock, SJ (2010) Learning styles in the classroom: Educational benefit or planning exercise? Psychology Teaching Review, 16 (2). 67 -77. ISSN 0965-948X
Uncontrolled Keywords: psychology, education, pedagogy, learning styles
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Faculty of Natural Sciences > School of Psychology
Depositing User: Symplectic
Date Deposited: 23 Apr 2015 14:39
Last Modified: 18 Jun 2021 09:47
URI: https://eprints.keele.ac.uk/id/eprint/390

Actions (login required)

View Item
View Item