Dunn and Dunn Learning Styles – Strengths and Weaknesses

The Dunn and Dunn Learning Style uses a model to match instructional methodologies to learner needs.

Overview

Dunn and Dunn Learning Style was created in the 1970s, approximately 1975, by Kenneth and Rita Dunn as the New York State Department of Education investigated ways to improve their student learning. Dunn and Dunn researched methodologies and learner modalities over the course of twenty years, resulting in a learning theory that focuses on five stimuli and their supporting elements.

The five stimuli:

• Environmental

• Emotional

• Sociological

• Physiological

• Psychological

Within each of these stimuli, elements are embedded that further investigate, describe and expound upon the stimuli.

Of course, advantages and disadvantages exist for the Dunn and Dunn learning style – just as each theory has strengths and weaknesses.

Advantages

Thoroughly Researched Dunn and Dunn learning theory has been thoroughly researched. Kenneth and Rita Dunn spent over twenty years researching this information and building their theory.

Reliable and Valid Data Dunn and Dunn kept scrupulous records that have detailed data. Their data is both reliable and valid.

Tested The learning theory is tested and used. It has been proven as an effective means to address learner needs.

Control Groups When completing the research for this learning theory, Dunn and Dunn used control groups.

What is a control group? A control group is used in an experiment. The control group will NOT receive any of the treatments while the experimental group will receive the treatments. The purpose is to show at the end of the experiment that the group that receive the treatment did show a difference that the control group does not demonstrate.

Random Selection To ensure valid and reliable data, an experiment must utilize a random selection of participants. When a random selection is NOT used, the end data can be skewed to prove or disprove the hypothesis.

Increased Retention of Information and Academic Achievement During the experiment, the end results demonstrated students retained more information for longer. They also showed higher academic achievement when the stimuli and elements were matched with the learner preferences.

Especially Valuable for Strong Learning Preferences The learning style proved exceptionally valuable for students who demonstrated strong preferences. As an example, if an individual demonstrates a high preference for a quiet learning environment, they will learn more when this learning theory is applied.

Easily Understood This learning theory is easily understood in comparison to other models. Many models use complicated terminology, numerous stimuli, difficult interventions, and more. The Dunn and Dunn learning style applies easy to understand verbiage and easy to understand interventions to increase student learning.

Easily Used by Practitioners Educators can easily apply the methodologies to the learning environment. For instance, going back to the need for quiet, if a student needs more quiet to learn but the classroom is noisy, the teacher can provide noise cancelling earphones or a quieter location to study. Of course, the opposite is true for a student who needs more noise.

Valuable for Special Learning Characteristics Students who have specific learning needs and characteristics find this learning theory especially valuable. This is particularly true for high achievers and low achievers.

Easily Transferred from Theoretical to Empirical The theoretical information embedded in this theory are easily applicable to an empirical approach without having to need special materials, adaptations or explanations.

Detailed Information on Application Over the years during their research, Dunn and Dunn carefully recorded details on how each of the stimuli and elements can be altered and applied in the learning environment.

Disadvantages

Continuity of Research Groups Dunn & Dunn learning styles needs continued investigation on the validity of these learning styles across “age, gender, socio-economic status, academic achievement, race, religion, culture and nationality” (Coffield, et. al., 2004, 27).

Criticism of Measurement Instruments There have been questions on the measurement instruments used in obtaining the data to support the learning theory. (Details will not be included here due to the amount of information.)

Questions on Validity and Reliability Some professionals debate the validity and reliability of the model (Hughes, 1992; Westman, 1992; Knapp, 1994).

Data Collection Questions have been asked on the internal consistency of the data during the research of the model (Coffield, et. al., 2004, 34).

In addition to the strengths and weaknesses that are unique to the Dunn and Dunn learning theory, there are general advantages and disadvantages that are prescribed to all learning theories.

Advantages

Common Vernacular One of the greatest advantages or strengths for learning personality theories is how it creates a common vernacular between educators. This is especially true when educators focus on one theory and use it as their educational foundation.

Differentiate Students Learning theories aid educators in the ability to quickly differentiating students. For example, if you have a student who learns best in pairs, you can swiftly match them up with another student with the same preference.

Simple Solutions There are many barriers ( link to barriers to adult learning ) to learning which vary across ages, cultures, religions, communities, etc. Learning theories provide options and simpler solutions as the barriers have already been enumerated and investigated.  

New Interventions Learning theories pontificate a variety of interventions. As the educator investigates the differing options, they are introduced to other interventions they may not have attempted or thought of previously. This is a solution to being stuck in a pattern of instructional boredom when the same methodologies are used.

New Solutions Everyone tends to get stuck in their learning preferences. By looking at and investigating learning theories, educators experience other modes of learning and additional options to present information to students.

Explore Complex Nature of Learning Process The learning process is not a simple process. It is detailed and complex. Then, to add to this, each individual experiences learning differently. Learning theories delve into varying options and highlight this complex nature.

Conversation Starter Learning theories have the ability to initiate a conversation not only between educators but between educator and learner and even between learners. This also extends to the conversations between the educator, learner and the learner’s caregiver.

Increased Learning Capabilities Applying the modalities of the varying learning theories can open doors for increased capabilities as students begin the journey of understanding their learning needs.

Increased Self-Esteem As individuals experience more successful learning opportunities, their self-esteem increases. On the contrast side, failed learning experiences are malignant to the individual unless they learn from them and how to turn them into positive encounters.

Engaging Learning Opportunities As learners and teachers, patterns arise and the same methods of learning are visited repeatedly. Simply stated, every learner and educator have their preferred way of teaching and learning but often don’t look to see what other options exist. Learning theories provide individuals with opportunities to investigate other opportunities which may be more engaging or at least pointing out that other modalities exist.

Bridge Generational Gaps Individuals often complain that the generation older or younger than them simply do not understand. Learning theories point out that there are methodologies of learning that bridge these generational gaps – creating connections between the generations as well as understanding.

Expand Preferences Once individual learning preference are identified, an individual can then expand them. For instance, if a student must have absolute quiet, small increments of noise can be introduced to aid them in studying in busier and noisier learning environments. This can be held true for all of the varying elements.

Disadvantages

Too Many Options Some learning theories simply offer too many options. Then, there is also the combination of theories. When all of this is taken into account, it is a lot of information that creates a lot of confusion for learners and practitioners.

Unreliable Instruments A common complaint among education researchers falls on the unreliable nature of instruments. Simply stated this refers to the results of the testing. When an individual uses the same instrument, they may not get the same results.

Learning Styles Equals the ‘Doctrine’ of Education Those who prescribe to one learning theory or another will defend and dispute their preferred theory. The theory becomes the foundation of their educational practices. It then become difficult to dispute or to introduce new thoughts, theories or practices.

Simplicity Masks Complexity Learning theories attempt to prescribe a learning solution to all individuals and preferences. However, learning is complex and many learning theories simplify the process in a watered-down approach that misses out on reaching some students.

Does NOT Approach Learning Disabilities Rarely do any learning theories look at the varying complications associated with learning disabilities which add new dimensions to the learning theories.

Dependency Learning theories can be confining. Students and educators will depend on the methods within a specific theory without looking beyond to identify other options. It also leads to over-catering to demanded needs of students.

Too Confining While some learning theories provide too many options, other theories are too confining.  There are not enough options to meet the needs of individual students.

Qualitative Research Methodologies Too much data on learning theories relies on qualitative data. There is little quantitative research to substantiate the validity of the theories.

Commercialization of Testing Instruments Learning theories generally will require a testing option to identify the learning personality of the student. This brings the need of an instrument for identification purposes. Many learning theorists will commercialize their testing instruments, providing a monetary cost to identify the learning personality. While the monetization is not necessarily a bad thing, it does provide a limitation to those who do not have the access to the instruments.

There are many advantage and disadvantages to learning theories and to the Dunn and Dunn learning style. It is under the discretion of the practitioner and student to weight these advantages and disadvantages to determine the usefulness of the learning style.

Sources:

Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Retrieved from: https://neillthew.typepad.com/files/learning-styles-review-copy.pdf

Dunn R., Griggs S.A., Gorman B.S., Olson J. and Beasley M. (1995). A meta-analytic validation of the Dunn and Dunn model of learning-style preferences. The Journal of Educational Research, 8 8(6), 353–363.

Ewing, N.J. and Yong, F.L. (1992). A comparative study of the learning style preference among gifted African-American, Mexican-American and American-born Chinese middle-grade students. Roeper Review, 14(3), 120–123.

Hughes, J.N. (1992). Review of the Learning Styles Inventory [Price Systems, Inc.]. In JJ Kramer and JC Conoley (eds). The eleventh mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

Knapp, T.R. (1994). Review of the Learning Styles Inventory [Price Systems, Inc.]. In JC Impara and BS Blake (eds), The thirteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

Westman, A.S. (1992). Review of the Learning Styles Inventory [Price Systems, Inc.]. In JJ Kramer and JC Conoley (eds) The eleventh mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

Wood, D. (2017). Reasons to Incorporate Learning Styles in Teaching. Retrieved from http://study.com/academy/lesson/reasons-to-incorporate-learning-styles-in-teaching.html.

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 By Tracy Atkinson

Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.