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Does learning style influence academic performance in different forms of assessment?

Tracey Wilkinson1, Mairead Boohan, Michael Stevenson

  • 1School of Biosciences, Cardiff University, Cardiff, UK.

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|February 15, 2014
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Summary

Student learning styles, assessed using the Honey and Mumford questionnaire, showed little impact on academic performance in medical and dental examinations. Despite varied learning styles, results indicated no significant correlation with assessment outcomes.

Keywords:
assessmentdental educationlearning stylemedical education

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Area of Science:

  • Educational Psychology
  • Medical Education Research

Background:

  • Learning styles have been studied extensively, initially in psychology, with recent expansion into applied disciplines.
  • Numerous instruments exist to measure learning style dimensions, acknowledging that learners can exhibit multiple styles.

Purpose of the Study:

  • To investigate the direct effect of learning styles on student performance in various examination formats.
  • To test the hypothesis that academic performance is influenced by learning style in first-year medical and dental students.

Main Methods:

  • Utilized the Honey and Mumford Learning Style Questionnaire to assess learning styles.
  • Assessed a cohort of first-year medical and dental students at Queen's University Belfast.
  • Employed Pearson correlation to analyze the relationship between learning styles and examination results across different subjects and assessment types (e.g., anatomy, single best answer, short answer, OSCEs).

Main Results:

  • Most analyses revealed no statistically significant correlation between learning style scores and student examination results.
  • In instances where correlations were significant, they were generally weak.
  • No discernible impact of learning styles on performance in specific assessment formats was observed.

Conclusions:

  • While student learning styles vary, this study suggests they have minimal influence on academic performance.
  • The findings indicate that learning styles do not significantly predict outcomes in diverse medical and dental assessments.