Another piece of this study indicated that those students who used study methods that did match their preferred learning style didn't perform any better on tests. After nearly 400 students completed the inventory, 70% didn't use study habits that matched their preferred learning method. In one study, students were asked to take an inventory on their learning style. Studies further show that teachers cannot assess the learning style of their students accurately. However, a 2020 systematic review suggested that a majority (89%) of educators around the world continue to believe that the meshing hypothesis is correct. Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style. There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion". : 33 Since 2012, learning styles have often been referred to as a "neuromyth" in education. : 267 Critics say there is no consistent evidence that identifying an individual student's learning style and teaching for specific learning styles produces better student outcomes. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, : 108 few studies have found any validity in using learning styles in education. : 107–108 Proponents recommend that teachers have to run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers. : 8 A common concept is that individuals differ in how they learn. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed. Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Largely debunked theories that aim to account for differences in individuals' learning
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