Three decades of doctoral level research provides compelling evidence that Learning Styles profoundly affects the achievement and success of students in a learning environment.
Implementaion and use of Learning Style initiatives can accomplish the following:
- Significant gains in reading and mathematics achievement on standardized achievement tests and improved attitudes toward the testing situation
- Higher reading comprehension, speed, and accuracy
- Higher mathematics achievement
- Improved study habits, attitudes, and behavior
- Significantly increases career awareness achievement and career decision-making
- Helps underachievers effectively increase their academic performance
- Increases student self-esteem through more successful learning and achievement
- Assists Learning Disabled (Learning Different) students in the mastery of difficult and challenging information
- Reduced numbers of discipline problems and chronic truancy
The Learning Style Inventory (LSI - versions for grades 3 through 12) and the Productivity Environmental Preference Survey (PEPS - adult version), based on factor analysis, is a comprehensive approach to the diagnosis of an individual's learning style. These instruments, a useful tool in analyzing the conditions under which students prefer to learn, assesses individual preferences in the following areas:
- Immediate environment (sound, heat, light and design)
- Emotionality (motivation, responsibility, persistence and structure)
- Sociological needs (self oriented, peer oriented, adult oriented or combined ways)
- Physical needs (perceptual preference(s), time of day, food intake and mobility)
The Learning Style Inventory and the Productivity Environmental Preference Survey will:
- Permit students to identify how they prefer to learn and will also indicate the degree to which their responses are consistent.
- Provide a computerized summary of each student's preferred learning style.
- Provide a basis for teacher/student interaction in the way(s) that each student learns best.
- Provide suggested strategies for instructional and environmental alternatives to complement the student's revealed learning style.
- Provide for appropriate student involvement in their unique learning prescriptions.
- Provide a computerized class summary so that teachers can group students with similar learning style elements.
The LSI can be completed by students in grades three through twelve in approximately thirty minutes.