The results are bad news for advocates of the learning styles concept. Student grade performance was not correlated in any meaningful way with their dominant learning style or with any learning style(s) they scored highly on. Also, while most students (67 per cent) actually failed to study in a way consistent with their supposedly preferred learning style, those who did study in line with their dominant style did not achieve a better grade in their anatomy class than those who didn’t.
Instead, there were specific study strategies, such as practising microscope work and using lecture notes, that were associated with better grade performance, regardless of students’ learning style. Other activities, such as using flash cards, were associated with poorer performance, perhaps because they were a sign of learning by rote rather than deeper learning.