An Assessment of the Teaching-Learning Style Mesh Hypothesis

Hayward P. Andres, North Carolina A&T State University

ABSTRACT
Proponents of learning-style assessment challenge that optimal instruction requires identifying individuals' learning style and designing instruction accordingly - often referred to as the mesh hypothesis. Alternatively, critics of learning style theory argue that there are too many different instruments used to assess learning style, related research is riddled with design flaws and learning outcomes are determined by a complex environment containing many other factors/variables that exert greater impact than learning style. This study attempts to address this criticism by using theories on regulatory fit and person-environment fit along with learning style theory to explain how cognitive and motivational mechanisms and task structuring can be important factors when considering learning style - teaching style fit impact on academic performance. Analysis of variance was used to assess teaching style and learning style main effects as well as their interaction effects on academic performance (i.e. the mesh hypothesis). The results provided support for the mesh hypothesis - fit does matter. In addition, results go further to provide evidence of potential adaptation behaviors by learners in conditions of misfit between learning and teaching styles. Findings also suggest the potential for the demonstrator teaching style to better handle different learning styles as compared to the classic authoritarian teaching style.

(Return to Program Resources)

Updated 03/19/2014