Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles

The article explores the effectiveness of learning styles-based instruction and its impact on student learning. It highlights the importance of using modern techniques to train learners in the field of higher education and the role of educators in this process. The article also discusses the strengths and weaknesses of modern teaching techniques and their impact on student learning.

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“Education policy has often been driven by fads and the ‘newest’ methods of
categorizing students”- Joshua Cuevas in the article “Is learning styles-based
instruction effective? A comprehensive analysis of recent research on learning
styles”
Support to the rapid shifts in modern Education System
Rapid shifts of modern world have led the Education System to encounter a great range
of challenges. Thus proper training along with considerate individuals in interdisciplinary realms
is of immense significance. In such perspective, educators tend to have a determining role in
training learners in specific field. However, in the view of Cuevas (2015), given the education
quality, attention to learners’ education as a primary product that is expected from modern
education quality system is of great value in comparison to the past education policy. Cuevas
(2015) has further stated that over the past two decades, learning approaches and techniques has
developed to be highly ubiquitous in the domain of public education. Newest method of learning
techniques have received substantial influence and has been enjoying extensive level of
acceptance amid educators at all levels, parents as well as the general public.
Significance of common learning styles identified by Cuevas
The newest method of teaching techniques according to authors is highly prevalent in
teacher education initiatives, adult education programs alongside frequently a primary attraction
at academic conferences. Cuevas (2015) by reviewing papers of scholars like Fleming, Bishka
and Fridley, has further noted learning styles such as visual/auditory/kinesthetic (VAK) or
visual/auditory/read–write/kinesthetic (VARK) has successfully attained a significant position at
all levels of education system because of its relation to distinct senses further making it direct

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and less complex. It can be observed from the literature review conducted by Cuevas (2015) that
extensive prominence and acceptance of learning techniques rely on confirmation bias that is a
propensity for educators to acknowledge ideas that is of greater value to them. Furthermore,
Cuevas (2015) has drawn relevance to the work of Honey and Mumford whereby it has been
stated that continued recognition of modern learning styles conveys responsibility for attaining
knowledge from learners to the teacher as if sufficient learning fails to transpire an assertion that
instructions of teachers do not proficiently conform to the learning approaches of students. Such
a justification in the view of Cuevas (2015) aims to correspond with conventional wisdom in the
contemporary era of teacher responsibility as well as differentiation for students.
Areas of Strengths and Weaknesses
The major strengths of the article lies on the way it has highlighted the importance of
using modern techniques to train learners in the field of higher education. It is important to note
that teaching along with learning is identified as a collective process with accountabilities on
both student and learners to efficiently provide contributions to the path of their success.
Furthermore, Cuevas (2015) has stated that efficient teaching with newest teaching styles
facilitate students to pose questions regarding their preconceptions and further acknowledges
them to attain ideas. Such techniques can be employed by positioning the learners whereby they
attain the ability to perceive them as authors of answers and the instruments of responsibility for
change.
However, the article at a certain degree did not provide inclusive insights of approval of
the learning styles which tend to shift learning accountability from the student to the teacher.
Furthermore, a proper explanation of acceptance of learning styles would have corresponded

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with conventional knowledge in the present period of teacher liability and segregation for
students.

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References
Cuevas. J, (2015). Is learning styles-based instruction effective? A comprehensive analysis of
recent research on learning styles. SAGE. 13(3). pp. 308-333. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/1477878515606621.