This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students’ prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student’s cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed.

中文翻译：

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教学模式：比学生偏好的学习方式更好的表现预测指标

本研究旨在调查偏好的学习方式、表现和认知负荷之间的联系。在确定学习风格（视觉或听觉）后，本科生被分配到三种教学形式，即：只听、只读和阅读+听。进行了预测试以评估学生对闪电的先验知识。在学习过程中，学生会收到特定于他们被分配到的教学形式的说明。例如，只读组的学生只收到书面材料，而只听组的学生只收到听觉材料。采集阶段之后是后测阶段。基于认知负荷理论，假设不同的教学形式会导致学生表现的差异。两组间的双向方差分析结果证实了假设，因为学生的认知负荷比学生的学习方式更能预测学生的表现。还讨论了教育意义和局限性。