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Abstract
Abstract A total of 90 15‐16‐year‐old female pupils from a single‐sex secondary grammar school did the Cognitive Styles Analysis which assessed their position on the Wholist‐Analytic and Verbal‐Imagery learning style dimensions. They were asked to select their preferred format of a single‐sheet handout on study skills which was offered in three modes: Unstructured‐Verbal, Structured‐Verbal and Structured‐Pictorial. Each mode contained the same information and differed only in format. On the format preference, there was a significant effect of the Verbal‐Imagery dimension (p = 0.002), with the majority of Verbalisers choosing the Structured‐Verbal sheet and the Imagers opting for the Structured‐Pictorial version. There was a smaller effect on the Wholist‐Analytic dimension, where Wholist had a preference for the Structured‐Pictorial and the Analytics for the Structured‐Verbal version (p = 0.056). The findings were discussed in terms of their practical implications for a differentiated approach to instruction.
