A new survey has found that 88 per cent of Australian teachers still believe students learn better when taught according to their preferred learning style — a theory that has been scientifically debunked since 2008.
The finding comes from a survey of 377 teachers conducted by the Centre for Independent Studies, which tested understanding of evidence-based learning concepts.
Education research fellow Trisha Jha said she was surprised at the result. "It's about the idea that someone will retain information better if they are taught in a visual or an auditory or a kinesthetic style. That's something we've known for quite some time — there is no evidence to support that — and it's really concerning that nine out of 10 teachers still believe that," she said.
Jha noted that the general public often holds similar beliefs, raising the question of why the myth has not been "weeded out through the professional processes that teachers go through."
The survey presented teachers with 10 statements about the science of learning, which draws on cognitive science to understand how the brain stores and retrieves knowledge. While the learning styles myth was widely endorsed, teachers showed stronger understanding in other areas. A clear majority correctly recognised that problem-solving needs to be practised in context (92 per cent) and that the brain can only process a limited amount of information at once (74 per cent).
The results suggest a mixed understanding of evidence-based teaching practices, with one long-debunked idea proving particularly persistent.
Analysis
Why This Matters
- The belief in learning styles can lead to ineffective teaching practices that waste resources and fail to improve student outcomes.
- Teacher training and professional development programs may need to be updated to explicitly address and correct this neuromyth.
- Persistent misconceptions in education can slow the adoption of evidence-based approaches that are proven to help students learn.
Background
The concept of learning styles — the idea that individuals learn best when information is presented in their preferred mode (visual, auditory, reading/writing, or kinesthetic) — became popular in the 1970s and 1980s. However, by 2008, cognitive science researchers had reviewed the evidence and found no empirical support for tailoring instruction to learning styles. The theory is now widely classified as a "neuromyth" — a misconception about the brain that persists despite contradictory scientific evidence. The Australian education system has not universally incorporated this evidence into teacher training.
Key Perspectives
Trisha Jha (Centre for Independent Studies): As the researcher behind the survey, she highlights the gap between evidence and teacher beliefs, calling for the myth to be systematically removed from professional training and practice.
Australian teachers: The survey suggests many teachers continue to rely on learning styles, possibly because it remains embedded in curriculum materials, professional development courses, or personal intuition, despite the lack of evidence.
Critics and skeptics: Some educators argue that while the strict theory may be debunked, accommodating individual preferences can still engage students. However, researchers caution that this approach can divert attention from more effective, evidence-based methods.
What to Watch
- Whether teacher accreditation bodies and university education programs revise their curricula to exclude learning styles.
- Future surveys tracking teacher beliefs to see if the myth declines over time.
- Potential responses from state education departments and professional development providers addressing the survey findings.