The persistence of matching teaching and learning styles: A review of the ubiquity of this neuromyth, predictors of its endorsement, and recommendations to end it

Educational neuroscience tries to bridge and education. It combat neuromyths : beliefs that appear grounded in neuroscientific research but are not supported by empirical evidence. One such neuromyth claims matching teaching style students’ preferred learning styles (e.g., visual learning) will lead improved academic outcomes. The only formal way test this meshing hypothesis is finding a statistical crossover interaction effect which shows improves outcomes, while non-matching negatively affects Several studies reviewed none of these yielded support for the hypothesis. Reviewed suggest educators widely believe veracity Predictive factors discussed: even having some knowledge does protect from endorsing like An elaboration on focused future provided as potential solution.