Testing The Meshing Hypothesis In Prospective Teachers: Effects Of Matching Learning Style And Presentation Mode And Metacognitive Aspects Of Learning On Learning Performance - Info and Reading Options
By Lena Melzner and Cathleen Kappes
“Testing The Meshing Hypothesis In Prospective Teachers: Effects Of Matching Learning Style And Presentation Mode And Metacognitive Aspects Of Learning On Learning Performance” Metadata:
- Title: ➤ Testing The Meshing Hypothesis In Prospective Teachers: Effects Of Matching Learning Style And Presentation Mode And Metacognitive Aspects Of Learning On Learning Performance
- Authors: Lena MelznerCathleen Kappes
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- Internet Archive ID: osf-registrations-z8b93-v1
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There are numerous different conceptions of learning styles, including that individuals differ in their preference for processing verbally versus visually presented information (Kirby et al., 1988). However, empirical testing of the meshing/matching hypothesis established by Pashler et al. (2009) that a fit between learning style and mode of information presentation/processing is associated with better learning outcomes is rarely done (Newton, 2015). Studies that have tested this show that matching learning styles with presentation mode does not benefit learning outcomes (Knoll et al., 2017; Rogowski et al., 2015, 2020). Although there is currently no empirical evidence to support the relevance of considering learning styles, many prospective teachers are nonetheless convinced that such consideration is warranted (Newton & Miah, 2017; Newton & Salvi, 2020; Paridon, 2018). However, this is not reflected in the majority's specific implementation in lesson design (Papadatou-Pastou et al., 2020). In the present study, first, a further empirical test of the matching hypothesis will be conducted in a seminar of prospective teachers with ecologically more valid learning materials. In addition, it will be investigated whether the fit between learning style and learning material influences metacognitive aspects of learning (subjective judgments of learning and confidence ratings regarding the given answers in subsequent tests).
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