This paper examines the question as to whether teaching to the studentÆs learning style increases his/her academic performance in the classroom. Research exists to support the view that when studentsÆ learning preferences match their instructorÆs teaching styles, student motivation and achievement usually improve (Miller 2001; Stitt-Ghodes 2003).
Of course a studentÆs preferred learning style may change due to time or circumstances, and so teaching styles need to be a flexible, ongoing process. In addition, individual learning preferences should be integrated into the subject matter. ôIt is more effective to design curriculum so that there is some way for learners of every learning style to engage with the topic, so that every type of learner has an initial way to connect with the materialö (Delahoussaye 2002, p. 31). Delahoussaye (2002), however, also points out that indices of learning should measure behaviors instead of attitudes or preferences since individuals cannot change attitudes as easily as they can change or create behaviors to accommodate attitudinal weaknesses. This approach obviously presents a challenge to the teacher, but if the teacherÆs approach is both humanistic and student centered, a greater chance exists that the challenge can be met to the benefit of both learner and instructor. Nuckles (2000) argues that being student centered engages teachers in a humanistic approach to education in which they function as facilitators of learning. Perhaps teaching to the individual learning style is more crucial to high risk students, such as those who are developmentally disabled, or immigrants with different cultural norms.
For example, a study of cultural values that may impact the learning processes of Hispanic-American students discusses the implications of the research for teaching Hispanic youth. Many of the findings are applicable to other groups as well. Vasquez (1990) points out that the Hispanic ...