Editorial Article
Volume 4 Issue 2 - 2019
Can Learning styles impact Learning outcomes?
Sobia Haqqi
1Associate Professor, Consultant Psychiatrist, Medical Educationist-in-training
*Corresponding Author: Sobia Haqqi, MBBS., FCPS.,MCPS. Associate Professor, Consultant Psychiatrist, Medical Educationist-in-training, Karachi, Pakistan.
Received: September 24, 2019; Published: October 01, 2019
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."
Albert Einstein`s quote is an eye-opener for instances whenever learners are to be assessed for having achieved desired learning outcomes.
When it comes to teaching and learning, each student is unique. Students use all their senses to take in information that is provided to them. From visual learning, to auditory learning to kinesthetic learning styles, students can have preferences in how they learn best [1].
While there is no qualm about the exact definitions for learning styles, there is however a debate about people`s learning styles becoming apparent as a result of their internalization of the environment. The fact that while most people show same learning styles for a long period of their lives, different contexts may precipitate different learning styles in the same individual over a period of time, thereby questioning the stability of learning styles [2].
Renowned Psychologist Howard Gardner`s theory about Multiple Intelligence stands true till today. This theory highlights the cognitive perspective of learning and learners. The mathematical-logical, the verbal-linguistic, the musical-rhythmic, the bodily-kinaesthetic, the interpersonal, the intrapersonal, the visual-spatial, the naturalist and the existential intelligences, may exist separately or in a combination [3-4].
Learning must cater to the varying learning styles for achieving desired learning outcomes. Teachers must keep this in mind when designing curricula and planning assignments. Expecting same results from all students will not be rational if the teaching material was not designed to cater to individual learning styles.
  1. Abbas Pourhossein Gilakjani. “Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching”. Journal of Studies in Education 2.1 (2012).
  2. Brown, D. H. “Principles of language learning & teaching. (4thed.)”. New York: Longman. (2000): pp. 112-120.
  3. Helding, Lynn. “Howard Gardner's Theory of Multiple Intelligences Journal of Singing” Jacksonville 66.2 (2009): 193-199.
  4. Jane Arnold Morgan and Macarmen Fonseca. “Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Perspective”. International Journal of English Studies 4.1 (2004): pp. 119-136.
Citation: Sobia Haqqi. "Can Learning styles impact Learning outcomes?". Current Opinions in Neurological Science 4.2 (2019): 49.
Copyright: © 2019 Sobia Haqqi. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.