Annotated Bibliography on Learning Styles with Additional ResourcesChris D. CearyStevenson University Annotated BibliographyAlghasham, AA (2012). Effects of student learning styles on classroom performance in problem-based learning. Medical Teacher 34 (Suppl. 1), S1 4-9. doi: 10.3109/0142159X.2012.656744 The researchers examined a practical application of Felder's learning style theory, which explores the different ways students acquire and manage information. The styles are based on different arrangements of contrasting sizes. The specific dimension examined in the study was whether the student was primarily reflective or primarily active. They used a method known as Problem Based Learning (PBL), which focuses on problem-based learning. In this article they explain the concepts and past research involved in their theory. According to their theory, learning is based on students' progress and not on results, which take into account how far a student comes from and not just whether they live up to a pre-established standard. Furthermore, according to this perspective, learning is holistic and all-encompassing of the individual, based on the replacement of faulty logic and something that must be built. The process concept was specifically where Kolb and Kolb's learning styles develop. According to this theory, learning begins with concrete experience which is essentially what can be discerned empirically, moves to reflective thinking to put together what is observed, then ideas are created based on these two processes, then the learner start testing these ideas in the field. real world, and eventually the cycle begins again. Learning styles arise from this process. A truly balanced student focuses on the entire process, but other learning styles rely on varying degrees of attention to only two or three aspects of the process. The theorists then examined the research done to date. Many studies have been conducted examining this form of blended learning styles. According to this hypothesis, a student who prefers a particular learning style should demonstrate increased learning from material aligned with the style. The current study used Dunn and Dunn learning styles which categorically clarify students as auditory (mainly learning through listening), visual (mainly learning based on what one can see), kinesthetic (learning through touch). The researchers used a sample of participants of the same education level and divided them into auditory or visual learning groups using a survey designed to assess preferences. These participants were then part of two experiments. The first experiment examined participants' comprehension of verbal material. All participants were given an assessment of both their ability to learn from visually reading and listening to the material. The second study used electronic and audio versions of a book to assess whether learning styles are related to comprehension and retention. Their results did not support the meshing hypothesis or Dunn and Dunn's learning styles. Students did not demonstrate greater ability when tested in their style or when given material based on their style. In fact, participants classified as visual learners performed better overall. This may have been caused by written, non-auditory ability assessment methods; however, this brought the