RUNNING HEAD: LEARNING STYLES AND STUDY HABITS: TEACHING STUDENTS TO TAKE CONTROL OF THEIR OWN LEARNING

Learning Styles and Study Habits: Teaching Students to Take Control of their Own Learning Stacey M. Meyer St. Mary’s College of Maryland

LEARNING STYLES AND STUDY HABITS

2 Abstract

In this study I examined the potential for using learning styles inventory data to help Advanced Placement Environmental Science students work to their strengths and study more effectively. Researchers in previous studies found that when students were taught how to accommodate their own learning style preferences, their confidence, attitude, and academic achievement improve (Boström & Lassen, 2006; Dunn et al., 2009; Lovelace, 2005). In this study, I recorded students’ study habits using a pretest and student interviews and then implemented an intervention in which I taught students new study techniques based on their perceptual preferences. After the intervention, I used a posttest and more student interviews to determine if students changed their study habits and record how they felt about these changes. My students reacted positively to this intervention, reporting that it was helpful and that they would continue to use their new strategies. Keywords: Study skills, learning styles, learning style preferences

LEARNING STYLES AND STUDY HABITS In this study I examined the potential for using learning styles inventory data to teach students how to make accommodations that cater to their preferences while studying and completing homework. When students are provided with information and tools to help them work to their strengths their confidence, attitude, and academic achievement may improve (Boström & Lassen, 2006; A. W. Carns & M. R. Carns, 1991; Charkins, O'Toole, & Wetzel, 1985; Dunn, Griggs, Olson, Beasley, & Gorman, 1995; Dunn et al., 2009; Lovelace, 2005). This approach is appealing not only because of the benefits to students and schools but because it does not require monumental effort on the part of the classroom teacher. In this study, I compared the prescribed learning styles of Advanced Placement (AP) Environmental Science students to their current study habits, taught the students study tools and techniques in accordance with their learning styles, and determined if the students adjusted their study habits based on their learning styles. Literature Review and Theoretical Framework All children can learn but not all children learn in the same way. Researchers have found that the traditional system of “teaching to the middle”, meaning to the average student, is an ineffective method for educating students (A Teacher's Guide to Differentiating Instruction. Newsletter, 2007; A. W. Carns & M. R. Carns, 1991; Minotti, 2005). Although a certain teaching style may be helpful for some students it may actually hinder others (Charkins et al., 1985). Students may be more successful when taught using differentiated instruction however; it is a challenge for instructors to find effective means of guiding differentiation strategies. One way to differentiate instruction is based on students’ learning style preferences. Student learning style profiles could be used as a blueprint for teaching (Vincent & Ross, 2001).

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LEARNING STYLES AND STUDY HABITS The term learning style refers to the way in which an individual concentrates on, processes, internalizes, and retains new and difficult information (Dunn et al., 2009). The most commonly used learning style inventory was developed by Kenneth and Rita Dunn (Lovelace, 2005). This inventory has been rated as having good reliability and validity. It is also easy to administer, easy to interpret, and provides a wealth of information on the preferences of each student (Dunn et al., 2001). The Dunn & Dunn Learning Styles Inventory (LSI) consists of 21 elements organized into five categories: environmental, emotional, physiological, and psychological. The environmental elements are sound, light, temperature, and seating. These elements may impact learning because, for instance, some students may prefer sound, warmer temperatures, and informal seating while processing new information. The emotional elements include motivation, responsibility, task persistence, and structure. The sociological elements address with whom a student prefers to learn. A student may work best alone, in a pair, with several peers, as a team, with an adult, or in multiple ways. Physiological elements include perceptual strengths, intake, time of day, and mobility and the psychological elements are analytic, global, reflective, and impulsive (Dunn et al., 2009). Perceptual strengths refer to one’s preference for auditory, visual, tactile, or kinesthetic learning. The psychological elements deal primarily with how a person processes information. For example, global learners prefer to look at the big picture first and then diverge into details. Conversely, analytic learners prefer to start with the details and compile them to create the big picture. A person is usually strongly affected 1-6 of the 21 elements on the LSI and may be moderately affected by 6-14 elements (Dunn et al., 2009). Some argue that students should learn to adjust to different types of instruction and even suggest that students may benefit from exposure to styles different from their own (Marks-Beale, 1994). However, before accepting this argument, one should consider that three fifths of

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LEARNING STYLES AND STUDY HABITS learning style is biologically imposed (Dunn, 1990). Many elements on the Dunn & Dunn Learning Styles Inventory are biologically based including preferences for light, temperature, and intake. Differentiated instruction is discussed by teachers and administrators in every school system but without learning styles as its cornerstone it is difficult to determine a method for effective instructional differentiation (Minotti, 2005). Teachers may feel that differentiation in a class of thirty students is a daunting or even impossible task. On the contrary, learning style based differentiation is very possible. One way that teachers could provide differentiation is to provide homework prescriptions based on learner preferences. Another option would be to provide students with information on their style preferences so that they could take control of their learning and make adjustments on their own. Schools should carefully consider planning instruction in accordance with differences in learning styles because research has shown that matching instruction to learner preference results in significant gains in achievement (A. W. Carns & M. R. Carns, 1991; Charkins et al., 1985; Dunn et al., 1995; Dunn et al., 2009; Lovelace, 2005). Researchers who conducted a metaanalysis using learning style studies from 1980-1990 found that students whose learning styles were accommodated achieved 75% of a standard deviation higher than students who did not receive learning style accommodations (Dunn et al., 1995). In a more recent meta-analysis, Lovelace (2005) found that students whose learning styles were matched had an expected success rate of 70% while students taught with traditional instructional methods had only a 30% expected success rate. It is important to note that although students may be able to learn in a manner that does not match their preference, they may only achieve under certain conditions. Researchers have demonstrated repeatedly that using instructional strategies in accordance with

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LEARNING STYLES AND STUDY HABITS student learning styles has a positive impact on student achievement and academic success. Given the current educational climate and the emphasis on high-stakes testing, these findings are highly significant. Educating students about their own learning styles has benefits that can extend beyond the walls of the classroom (Dunn et al., 2009). To begin, matching student learning styles with instructional styles has been shown to improve student attitudes toward learning in addition to bolstering achievement (Charkins et al., 1985; Dunn, 1984; Dunn et al., 2009; Lovelace, 2005). Students reported that learning about their own preferences was beneficial and empowering. Furthermore, making students aware of their own learning styles influences metacognition, selfefficacy, and choice of learning strategies (Boström & Lassen, 2006). When students are aware of their own styles they are more likely to take initiatives in their own learning process and make adjustments to learn in ways better suited to their preferences. Students may use knowledge of their own styles to help them do homework, solve problems, and better sort through information (Boström & Lassen, 2006; Burke & Dunn, 2002). In one study, high school students were given their learning style inventory reports and they then used that information to adjust their study techniques and perform better on exams (Callan, 1996). Rita Dunn discussed the benefits of learning style based instruction in an interview. She expressed that, when shown how to study and do homework through their learning style strengths, many students demonstrated significant increases in academic achievement and improved attitudes (Dunn, 1990). If not all students learn in the same way, it should be intuitive that not all methods of studying will be universally effective (Geiser, 2000). Although some students may be aware of their own styles, they may not know how to effectively utilize their strengths. Hong et al. (2004) found that a gap exists between the learning conditions that students prefer and what they

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LEARNING STYLES AND STUDY HABITS actually do while studying and completing homework. Researchers have examined the effects of using a learning style centered approach to homework on student attitudes and achievement. In one study where researchers examined the effects of learning style based homework prescriptions on achievement of middle school students, they found that students in groups with learning style based homework prescriptions showed larger gains than students in the control group that did not have homework prescriptions. Students in the learning style based group showed significant gains in knowledge in reading, math, science, and social studies in comparison to the control group (P