A METAANALYTIC VALIDATION OF THE DUNN AND DUNN MODEL OF LEARNING STYLE PREFERENCES

Forty-two experimental studies based on the Dunn and Dunn Learning Sty le Model and conducted between 1980-1990 were identified to determine the value of teaching students through their learning-style preference s. The studies were rated according to Lytton and Romney's (1991) Qual ity Rating Scales. A jury determined that, of the 42 studies, 6 studie s evidenced serious threats to validity. The 36 remaining studies prov ided a database of 3,181 participants. Results were synthesized throug h meta-analysis. Eight variables coded for each study produced 65 indi vidual effect sizes. The overall, unweighted group effect size value ( r) was .384, and the weighted effect size value was .353 with a mean d ifference (6) of .755. Referring to the standard normal curve, this su ggests that students whose learning styles are accommodated would be e xpected to achieve 75% of a standard deviation higher than students wh o have not had their learning styles accommodated. This finding indica tes that matching students' learning-style preferences with educationa l interventions compatible with those preferences is beneficial to the ir academic achievement.