You might have heard the claim that students have specific “learning styles” and that each…

You might have heard the claim that students have specific “learning styles” and that each student learns best when the method of instruction matches their specific learning style. This claim has not held up to experimental scrutiny (Pashler, McDaniel, Rohrer, & Bjork, 2008). For example, Massa and Mayer (2006) divided participants into two groups—visual learning preference and verbal learning preference—based on participants’ responses to questionnaires about learning style. In addition, all participants received either text-based verbal instruction or visual instruc-tion. The

»You might have heard the claim that students have specific “learning styles” and that each student learns best when the method of instruction matches their specific learning style. This claim has not held up to experimental scrutiny (Pashler, McDaniel, Rohrer, & Bjork, 2008). For example, Massa and Mayer (2006) divided participants into two groups—visual learning preference and verbal learning preference—based on participants’ responses to questionnaires about learning style. In addition, all participants received either text-based verbal instruction or visual instruc-tion. The researchers measured participants’ perfor-mance in a learning test. They observed no evidence of an interaction between learning preference and instructional method. Data like those observed by the authors are listed below. Use a two-factor ANOVA with a 5 .05 to evaluate the data. Describe the effect of the instructional method on test scores for visual and verbal learning styles.

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