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

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.