Learning Style Limitations

Tailoring instruction to the way students say they prefer to learn does not improve outcomes, according to a study by researchers at the University of Michigan that calls into question the relevance of learning styles. Instead, educators should focus on using best practices in the classroom.
Nancekevell, S., Shah, P., & Gelman, S. (2019, May). Maybe they’re born with it, or  maybe it’s experience: Toward a deeper understanding of the learning style myth. Journal of Educational Psychology.
https://www.apa.org/pubs/journals/releases/edu-edu0000366.pdf

An Educational Myth – Instruction Tailored to Students Learning Styles Leads to Success

A new study offers further evidence against the "learning styles" theory-the idea that students can process information best when teachers tailor instruction to students' strengths. The present study looked at whether self-assessment and teacher assessment agreed in the identification of preferred LS in primary school-aged pupils. Results showed that there was no correlation between the two. Findings, moreover, suggest that the teachers do not see intellectual ability as a proxy for a particular learning style. This was the first study to investigate these questions and one of the few studies within the LS literature to employ a sample of primary school students. It adds to the growing body of critical literature about the use of LS in educational settings.

Papadatou-Pastou, M., Gritzali, M., & Barrable, A. (2018) The learning styles educational neuromyth: Lack of agreement between teachers' judgments, self-assessment, and students' intelligence. Front. Educ., 3(105). http://dx.doi.org/10.3389/feduc.2018.00105