Tsanders5 Reviewed Edited

Running Head: HMK#5 DRAFT INTRODUCTION
Tyler Sanders, tyler.a.sanders@wmich.edu

EMR 5400: Fundamentals of Evaluation, Measurement & Research
HMK#5 Draft Introduction
April 2, 2016
HMK#5 DRAFT INTRODUCTION
HMK#5 Draft Introduction

Since Kolbs (1976) research on experiential learning and the styles associated, a bevy of
educators, companies, and academic centers around the world have been creating resources
involved in the learning process. Through the general and common knowledge of the existence
of the learning styles of visual, auditory, reader/writer, and kinesthetic, educators and parents
alike have used accessible information and research to help guide students and providing
opportunities to learn according to their preferred style. While this research has evolved
throughout the years, learning styles can be used to predict and measure learning and further
understand how to develop curriculum to create the most effective learning outcomes.
Since 1902, more than 70 theories of learning styles have been researched and published
with many founded off of the Kolb theory (Coffield, Moseley, Hall, & Ecclestone, 2004 as cited
in Moira, 2010). However, in recent years psychology researchers have questioned the validity in
this research and theory based on lack of experimental evidence (Johnson & Rubin, 2015). Of
the experiments that have been completed, reviewers identifying that few results of the large data
actually yield the results connecting learning styles to student success. Furthermore, there are
questions of whether the research design is acceptable point to the inability to measure if
learning has occurred. If the learning styles theory is not valid, it could change the landscape of
several educational models and also the amount of time and budget that is allocated into the
creation of presentations and resources using this research.
Ultimately, the academic community must be made aware of whether the theory is
reliable to use in understanding student learning. Increased accountability from the government
and people due to tightened budgets and higher tuition has been focused on the education
community. Because of this pressure, offices using learning styles should be able to prove
outcomes based on this educational tool. This affects the community as a whole because teaching
strategies are being used based on the research that has been conducted in the past. Learningstyle hypothesis can become valid if mixed methods are used to provide experimental evidence
by testing student preference against instructor teaching method. Pursuing this line of research
may verify this method and determine if learning styles are valid for populations, specifically
college aged students ranging from 18 to 23 years of age, or if other theories should be explored.
The purpose of the study is rooted in being able to prove the validity behind previous
learning styles theory. Using a knowledgebase test and a style guide, students will be assigned to
an educational setting that may or may not match their learning style. Research would be
conducted using a mixed matrix that allows for an understanding whether learning style and
teaching style significantly affects each other in the success of the student on knowledge test.
This data collection will validate that learning styles theory to be used as a best practice or
acknowledge the presence of new theory and knowledge needing to be collected to understand
student learning preferences and styles.
While Pascarella and Terenzina (2005) identify that there are a bevy of factors that
influence the college student experience, it is import for educators to identify valid theory to be
used in practice. This research hopes to answer the question of whether there is identifiable
confidence and evidence that students learn at different levels based on the educational practice
of the instructor. Furthermore, do these styles influence motivation to be successful on
knowledge testing following the educational segment? Finally, this research will further the
dialogue on whether Kolbs (1976) initial style set and research provides valid claims or should
be researched with a new lens to provide a framework for future professionals.
4
References
Johnson, D. A. & Rubin, S. (2015). The science of psychology & human behavior. Boston, MA:
Pearson Education Company.
Kolb, D. A. (1976). Learning style inventory: Technical manual. Boston: The McBer and
Company.
Moira, H. (2010). Learning styles. In A. McIntosh-Scott (Ed.), SAGE key concepts series: Key
concepts in Healthcare Education. London, United Kingdom: Sage UK.
Pascarella, E., & Terenzina, P. (2005) How college affects students: A third decade of research.
San Francisco: Jossey-Bass.

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Running Head: HMK#5 DRAFT INTRODUCTION

Tyler Sanders, tyler.a.sanders@wmich.edu

HMK#5 DRAFT INTRODUCTION

HMK#5 Draft Introduction

HMK#5 DRAFT INTRODUCTION

HMK#5 DRAFT INTRODUCTION

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