Document Type

Article

Source of Publication

International Journal of Instruction

Publication Date

7-1-2019

Abstract

© 2019, Eskisehir Osmangazi University. This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student's cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed.

ISSN

1694-609X

Publisher

Eskisehir Osmangazi University

Volume

12

Issue

3

First Page

17

Last Page

34

Disciplines

Education

Keywords

Cognitive load, Learning, Learning styles, Modes of instruction, Students

Scopus ID

85068268000

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

Included in

Education Commons

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