Unveiling the Misconception of Educational Approaches
In the world of education, the concept of learning styles has been a topic of much debate. One of the leading voices against this idea is Polly R. Husmann, a professor of anatomy, cell biology, and physiology at the Indiana University School of Medicine.
Husmann, along with her co-author, conducted a study in 2018 that added to the evidence that learning styles is a myth. Their research showed that students generally do not study in accordance with their learning style, and their test scores did not improve when they did.
This finding was not new. In 2015, Daniel T. Willingham, a psychology professor at the University of Virginia, was the lead author of a review that found no evidence for the existence of learning styles. Willingham thinks two main factors might be at play in the persistence of belief in learning styles: confusion of learning styles with abilities and social proof.
The concept of learning styles may have become popular because it promised an easy-fix for understanding why some teachers were more effective than others. Neil Fleming, an educator, developed the VARK questionnaire in the early 1990s to determine someone's learning style. However, over the past decade-and-a-half, research has disproven the notion that students fall into different categories of learners such as visual, auditory, or kinesthetic.
A 2025 review of multiple studies on learning styles found a seemingly small effect size for matching instruction to a learning style, but there were questions about the cause of the effect size and overall study quality. The authors of the review argue that there needs to be a shift away from matching learning styles toward teaching students adaptable and effective learning strategies that align more closely with task complexity and learning goals.
Despite well-publicized research, many educators continue to believe in learning styles and build lessons accordingly. Husmann recommends engaging in a conversation based on mutual respect when discussing learning styles with educators who believe in them. She encourages teachers to encourage students at an early age to try different learning strategies to develop a toolbox of learning methods.
Both Willingham and Husmann stress that they are not saying teachers should teach all students the same way, but advocate for teachers using their experience to differentiate instruction. Teachers presenting class material in multiple ways is not inherently bad, but the widespread belief in learning styles can place undue pressure on educators.
The data gathered by Husmann and her co-author showed that a belief in learning styles can be detrimental in students, as it can lead them to believe they can only learn in one way. Ironically, learning styles can serve as a cautionary tale in educational science, helping to teach us about the importance of scientifically sound research.
The article was updated in September 2025, reflecting the ongoing conversation in the educational community about the validity of learning styles. Despite some researchers questioning the significance of learning styles in education in the 2020s, the evidence continues to mount against the concept. It seems that the future of education lies in teaching students adaptable and effective learning strategies, rather than categorising them into learning styles.
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