NCJ Number
188629
Journal
Journal of Correctional Education Volume: 52 Issue: 1 Dated: March 2001 Pages: 5-9
Editor(s)
Carolyn Eggleston
Date Published
March 2001
Length
5 pages
Annotation
This article presents discussion on the North Carolina Division of Youth Services (NCDYS) experiment in the implementation of learning styles theory and the results based on post-test scores.
Abstract
Proponents of learning styles theory believe that through the use of a learning styles inventory a student’s learning style is identified and the teacher can teach to the style of learning. The theory states that there is improved learning by students and less frustration with school from students. The learning styles theory has been subjected to little objective examination. Correctional education program administrators in North Carolina were convinced that learning styles theory had promise. In 1993, residential schools for juvenile delinquents under the North Carolina Division of Youth Services (NCDYS) adopted the theory. This article looked at the North Carolina Experiment in implementing learning styles theory and the accompanying results based on post-test scores. There were no indications that the financial investment of the NCDYS toward teaching to learning styles produced positive results in student achievement. The proportion of GED graduates to the total population of the juvenile justice system declined, a trend not supporting that increased learning occurs with the teaching to learning styles. The results reinforced earlier research findings that teaching to learning styles theory was not a productive effort. Making the connection between a suggested practice and a particular learning style failed. It is recommended that educators considered spending their money on other products and ideas.