Matching instruction to preferred learning styles does not raise achievement

As a leading study put it, “there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice”. Yet, despite this conclusion of the evidence, as well as subsequent studies which relegate this association to the status of neuromyth, it remains a remarkably entrenched mindset of many teachers (and thus students).

https://www.learningscientists.org/blog/2022/4/6-1