Running head: CRITICAL ANALYSIS OF A SCHOLARLY ARTICLE

Critical Analysis of a Scholarly Article:

“Students’ Learning Style Preferences and Teachers’ Instructional Strategies:

Correlations Between Matched Styles and Academic Achievement”

California State University Monterey Bay

Amanda Berry

IST 520

Dr. Fischer

February 7, 2017
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CRITICAL ANALYSIS

Table of Contents
Introduction..................................................................................................................................................................... 3
Research Procedure...................................................................................................................................................... 5
Research Results & Discussion................................................................................................................................. 6
Summary........................................................................................................................................................................... 7
References........................................................................................................................................................................ 8

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Introduction
The research article I analyzed was, “Students’ Learning Style Preferences and

Teachers’ Instructional Strategies: Correlations Between Matched Styles and Academic

Achievement” by Mary Lynne Wilson. The author was seeking to find a correlation

between learning styles and teaching strategies in relation to student success on

assessments. Wilson (2011) states, “The purpose of the current study was to examine

student learning style preferences and teachers’ instructional practices in various

academic content areas at the elementary school level” (p 71). The author based her

research on many different theories and instructional strategies that already exist in the

educational setting. These included, Multiple Intelligences by Gardner, Learning

Modalities, various learning styles by Dunn and Burke. The author also considered

teaching strategies such as: teacher-centered, experiential, differentiated instruction, and

brain-based techniques. Many of these instructional strategies were already in place in the

classrooms that participated in the study.

The purpose of the study was relevant to discovering the impact and effectiveness

of a well-known, albeit sparsely used, learning theory. It was stated, “Thus, the purpose

of the study was to conduct an examination of student learning style preferences and

teachers’ instructional practices, exploring the extent to which these were matched in a

typical classroom setting” (p 3). It is important that teachers acknowledge and strive to

utilize relevant research and theories in their daily instruction to aide student success.

Through research, the author sought to find, “If indeed significant relationships are

exposed, further credibility is afforded the theory that learning styles play an important

role in how well students achieve academically” (p 4).

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It was hypothesized that a positive correlation does exist when teaching strategies

align with student preferred learning styles. Hypothesis was understood through the

Research Questions posed in the study a Null Hypothesis was also presented. All four

Research Questions contain similar verbiage, varying only in subject matter. The same

applies to the Null Hypotheses. The Research Question is stated as follows, “Is there a

significant relationship between the degree of match (as determined by comparing

learning style preferences of students with instructions strategies of teachers) an the

achievement of fourth grade English Language Arts students as shown by Palmetto

Assessment of State Standards scores?” (p 5).

Again, the variance in Research Questions replaces English Language Arts with

Mathematics, Science, and Social Studies respectively. The Null Hypotheses counter the

Research Question stating, “There is no significant relationship between the degree of

match (as determined by comparing learning style preferences of students with

instructions strategies of teachers) an the achievement of fourth grade English Language

Arts students as shown by Palmetto Assessment of State Standards scores” (p 6). Also

with Mathematics, Science, and Social Studies. The author prudently offered both

preferred and possible outcomes of research regardless of positive bias towards the topic.

Based on the author’s Introduction, Literature Review, and Purpose Statement,

one can see that slight positive bias exists. Bias may have been supported by the positive

view of the literature that was reviewed. In controlled environments, there is evidence

that matched learning styles and instructional strategies produce overwhelming positive

success in student performance. It may be that this existing research buffered the positive

outlook the author exhibits at the onset of research. It is acknowledged that the author

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sought to, “…conduct an examination of student learning style preferences and teachers’

instructional practices exploring the extent to which these were matched in a typical

classroom setting” (p 52).

Research Procedure
Quantitative research was the avenue which the author used to proceed. The

author specifically referenced quantitative research stating, “A quantitative approach was

necessary to provide statistical evidence concerning the relationship between academic

achievement and the degree of match between students’ learning style preferences and

teachers’ instructions strategies” (p 53). Research comprised of many facets including

correlational research. “A correlational research design was appropriate for this study as

it allowed the researcher to determine the existence of relationships and patterns of

relationship between students’ academic achievement levels and the extent to which

students’ learning styles matched the instructional strategies incorporated by their

teachers” (p 56).

While the research and variables seemed straightforward, it is important to

remember that the author sought to intervene as little as possible in the everyday

procedures and practices already in place in the classrooms. The goal was to avoid

skewing research results as a result of her presence in the classroom having an effect on

student or teacher behaviors. While direct action by the author was kept to a minimum,

such as being present to administer learning styles quiz, the methodologies in place were

well explained and the research could be replicated by others in a similar, if not exact

fashion. All aspects of research were laid out in an easy to follow way; from gaining

permission from school administration, to permission forms from parents, and meetings

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with teachers to determine existing instructional strategies, all steps could realistically be

replicated to determine validity of research results.

Research Results & Discussion

Once research was concluded, the author organized her findings through the use

of Pearson Correlation Coefficients, histograms, and scatter plots so data could be

displayed in a variety of ways to avoid data bias. The author states, “Pearson correlation

coefficients for the four content areas included in the study all indicated a lack of a strong

relationship between variable. However, none of the analyses produced statistically

significant results and, therefore, led the researcher to fail to reject the null hypothesis for

all research questions” (p 84-85).

Included in the article was a range and mean of scores collected through research.

Pearson r values were also used to determine validity of results in regards to the null

hypotheses. The author states, “Although these findings demonstrate weak, if any,

correlation between students’ academic achievement and degree of match in learning

style preferences and accommodations, the lack of statistical significance requires the use

of extreme caution when considering the results of the current study” (p 87). She

implores others to consider the fact that her research was not done in a controlled

environment such as her predecessors’ research was. It was also mentioned the time of

year research was conducted may have had a slightly adverse impact on validity of

research and results. The end of the school year, post state exams, is wrought with end-

of-school-year activities, less rigor of instruction, and an overall sense of summer

excitement.

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How teachers prefer to present information was also addressed, “Further, the

teachers in the current study clearly favored certain modes of instruction over others, as

accommodation levels were higher for visual and auditory instruction than for bodily-

kinesthetic activities, and teachers assigned written expressive tasks more frequently than

oral-expressive” (88). Depending on the age of the teachers participating in the study, the

old adage, “You can’t teach an old dog new tricks.” May be applicable to the unintended

bias toward visual and auditory instruction. Many teachers tend to unconsciously instruct

using strategies and models in which they experienced learning when they were younger.

Many strategies rely on drill and practice to produce results. These strategies

unintentionally invalidate much of the learning styles presented by Gardner. The author

hopes that educators will view her findings as an opportunity for teachers to broaden their

views and implementation of teaching methods to include a variety of learning styles

favored by all students in their classrooms. (p 89).

Summary
In summary, Mary Lynne Wilson’s research holds an important place in the

ongoing understanding and implementation of learning strategies in the modern-day

classroom. I believe that the current push of Connectivism in education is unintentionally

leaving little room for other learning styles in the classroom due to the heavy audio and

visual presence of technology. It is important to remember that students are not small

adults and they require breaks, interaction with their peers, and opportunity for struggle,

growth, and understanding of concepts through trial and error.

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References
Wilson, Mary L. (2011). Students’ learning style presferences and teachers’ instructions

strategies: Correlations between matched styles and academic achievement.

Retrieved from

https://drive.google.com/file/d/1MPzTVtT7_rGfBX2Ia2z6fe7qt5_hWyc2/view