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RESEARCH PROPOSAL
Arthur
Wang
Independent
Research 2018-2019

Title​: How Do We Learn? An investigation into the learning styles theory and spatial thinking.

Introduction and Overview of

Research:
The general area of investigation is how to provide a solution to the misinformation of a
neuromyth to students. A neuromyth is a misconception on how the mind works. The neuromyth in question is
the learning styles theory, which states that each student is unique and will each learn different topics better
based on the method of instruction. Massive amounts of students and teachers alike believe this theory, and
teachers have been quick to modify their lesson plans in order to tailor instruction to the learning styles of their
students. Huge sums of money have been utilized in order to modify lessons in accordance to the theory.
However, a new, easy method of improving student aptitude is found in spatial thinking exercises in order to
improve spatial ability, which is closely related to STEM field performance. The researcher attempts to debunk
the learning styles theory by referencing a variety of reputable experts’ studies that criticize studies in support
of the theory and that provide evidence in opposition to the theory directly. The researcher wants to provide an
alternative solution to improving student aptitude by researching and synthesizing evidence about spatial
thinking.

Background and Rationale

The learning styles theory became popular around the 1960s, stating that each student is
unique and will each learn different topics better based on the method of instruction (Burns).
Recently, researchers have begun to question the learning styles theory as the evidence used to
support it has been questionable at best. For example, a study done by Sternberg found that the
participants who had their instruction tailored towards their learning style reliably outperformed
those who did not receive the same treatment. However, under further analysis by Harold
Pashler, the study as a whole was deemed unreliable due to factors such as some participants
being excluded for unspecified reasons. Other studies in support of the theory fell trap to the
same types of methodological errors, and as such, cannot be accounted for as solid evidence. In
order to prevent more unreliable studies from being seen as undeniable evidence of the theory’s
truthfulness, Pashler devised a set of rules for studies on learning styles in order to ensure that
evidence would be reliable. As of yet, no studies have proved the learning styles theory under
these conditions (Pashler).
Recently, a new idea called Spatial Thinking has been introduced as an alternative
measure of focus for improving student aptitude. Unlike learning styles, Spatial Thinking is
backed by reliable evidence provided by experts such as Kristin Gagnier, and groups such as the
Science of Learning Institute and the National Research Council. A study by Kristin Gagnier
revealed that higher results came about in higher level STEM classes in a group after being
exposed to intentional spatial thinking exercises when compared with a control group. According
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to the Ontario Ministry of Education, spatial ability is a predictor of success in stem fields and is
employed in many of the arts, and as such, the necessity of its improvement should be promoted.
The study is carried out in order to propose a solution for improving student aptitude. The
learning styles myth is extremely pervasive and the belief is widespread. Recent evidence from
researchers that debunk the learning styles theory has not fully reached the educational
communities of students and teachers. Massive amounts of money can be saved by simply
stopping the spread of the theory and by instead promoting an easier way to improve student
aptitude that lies within spatial thinking exercises.

Research
Methodology: ​Research
Question:
Does matching style of instruction to a students learning style as detailed in the learning styles
theory actually bring about benefits, and if not, what types of alternatives can be provided in order to improve
student aptitude?
Research Thesis:
Because the learning styles theory has issues that include a lack of solid evidence in
support of it, the fact that there is solid evidence against it, the massive inherent cost that
modifying lessons requires, and the existence of the proven spatial thinking exercises and
benefits, teachers should instead focus on introducing different spatial thinking exercises into
instruction rather than relying on tailoring instruction to students’ learning preferences.
Several points will be argued to support the research thesis. First, an explanation of the
reasons why the current research that supports learning styles can not be accounted for will be
provided. Second, an explanation of the studies that provide reliable evidence against the
learning styles will be given in order to provide a scientific standpoint from which opposition to
the theory can be made. Third, a possible solution, spatial thinking exercises, will be assessed
and the studies surrounding it will be assessed in order to determine whether including spatial
thinking exercises into instruction is in fact the best solution for improving student aptitude.
Research Design Model:
Quantitative research was conducted with a questionnaire research design model since
quantitative data could easily be utilized in order to examine trends between reported, self
described learning styles and comprehension/captivation. The independent variable was the self
described learning styles of participants and the types of activities provided. The dependent
variable was the level of comprehension and captivation for the different activities. These
variables were used to determine whether or not there was a correlation between the variables.
Data Collection​:
The data collected through the questionnaire revealed that the trend described in
Sternberg’s study was clearly not depicted in another setting, as well as revealing another trend
in which activities inherently lend themselves to be taught most effectively in a certain style. The
conclusion that can be inferred from the data collection is that the learning styles theory needs to
be dropped in the meantime, and other ideas such as the spatial thinking exercises need to have
more attention paid to them. A product was created in order to argue against the learning styles
theory and to garner support for the less common spatial thinking exercises. The literature review
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supports the conclusions of the data collection by providing a scientific backing to the
conclusions found in the data collection.
Product Objectives:
A brochure explaining the flaws of the learning styles theory, why and with what it should be
replaced with will be constructed. This product will be utilized in a variety of ways. The research has
revealed that the learning styles theory has been refuted and lacks solid evidence. By presenting the
reasoning to why the theory is false and why spatial thinking exercises should be incorporated, the audience
will be motivated to question the ideas surrounding their learning and possibly initiate further research into
the topic. A brochure was chosen as the method of delivery to the audience because the brochure is able to
concisely deliver key information to a topic to a target audience without taking up much of their time or
resources.
The audience will be students as they are the demographic most likely to be in the midst of
their formal education. They would be able to provide direct feedback, including their opinions on the topic
and possibly results of following a spatial thinking exercise regime.
Logistical Considerations:
● Several resources will be required for the product. These resources include financial resources in order to
provide for materials in order to produce the brochures. Additionally, distribution mechanisms of the
brochures will need to be devised and carried out. The audience would need to be adequately interested in
the topic, so a marketing method such as a website could be utilized to familiarize the audience with the
research topic.
● Timeline – A timeline will be added that outlines the data collection, product development, and audience
distribution.

Approval:

Student Signature __________ G/T Resource Teacher Signature ____________ Mentor/Advisor Signature ___________

References;

Gagnier, K., M., and Fisher, K., R. (2016). Spatial Thinking: A Missing Building Block in

STEM Education. Johns Hopkins University Institute for Education Policy Commentary,

July 2016.

http://scienceoflearning.jhu.edu/assets/documents/spatial_thinking_FINAL.pdf
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Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and

evidence. ​Psychological Science in the Public Interest,​ 9(3), 105-119. doi:

10.1111/j.1539-6053.2009.01038.x

https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf