A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences

TLDR

The study aimed to evaluate whether teaching students according to the Dunn and Dunn Learning Style Model improves academic outcomes. Forty‑two studies (1980–1990) were identified, quality‑rated, and 36 with 3,181 participants were meta‑analysed. The meta‑analysis yielded a moderate overall effect size (r≈0.38), suggesting that matching learning styles raises achievement by roughly 0.75 standard deviations.

Abstract

Abstract Forty-two experimental studies based on the Dunn and Dunn Learning Style Model and conducted between 1980–1990 were identified to determine the value of teaching students through their learning-style preferences. The studies were rated according to Lytton and Romney's (1991) Quality Rating Scales. A jury determined that, of the 42 studies, 6 studies evidenced serious threats to validity. The 36 remaining studies provided a database of 3,181 participants. Results were synthesized through meta-analysis. Eight variables coded for each study produced 65 individual effect sizes. The overall, unweighted group effect size value (r) was .384, and the weighted effect size value was .353 with a mean difference (d) of 755. Referring to the standard normal curve, this suggests that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students who have not had their learning styles accommodated. This finding indicates that matching students' learning-style preferences with educational interventions compatible with those preferences is beneficial to their academic achievement.