A Summary of Learning Style Preferences at Various Grade Levels

An examination of the ways in which learning style characteristics appeared to change as students advanced from grade to grade was conducted by Price (1980). It was revealed that selected environmental, emotional, sociological, and physical traits appe ared to be stable over time, whereas others tended to parallel the growth curve. A total of 3,972 subjects in grades 3 through 12 completed the LSI during the 1979-1980 school year. Some of the statistically significant findings revealed were:

• The higher the grade level, the more Sound and Light were preferred.
• The higher the grade level, the less preference was indicated for Formal Design (wooden, plastic, or steel chairs when studying).
• Self Motivation decreased during grades 7 and 8, but then a gradual increase was evidenced in each of the grades thereafter.
• The higher the grade level, the less Teacher-Motivated students became.
• The higher the grade level, the less Motivated in general, students were. The biggest shift was between grades 7 and 8, with grade 11 having the highest peak for being Unmotivated.
• An overall decrease in the need for Structure was evidenced the higher the grade.
• Although the junior high school years are considered strong periods for Peer influence, there was a greater need to learn/study alone in grades 9, 10, 11, and 12 than during any other interval.
• The highest need to learn with Peers occurred in grades 6 through 8; the lowest need was in grade 12, followed by grade 9, with a slight increase in grades 10 and 11.
• The younger the student, the more tactual and kinesthetic he/she was. Those modalities were followed by the development of visual strengths and, beginning with grades 5 and 6, the development of auditory strengths.

Price (1980) revealed how learning style changed as students moved from elementary school into adolescence and young adulthood. Others found that learning styles are also different by achievement level, gender, and age (Dunn & Griggs, 1995). Thus general changes in style can be anticipated as students develop.