Factorial Validity and Internal Reliability of Honey and Mumford's Learning Styles Questionnaire

2002 ◽  
Vol 91 (2) ◽  
pp. 503-519 ◽  
Author(s):  
Tracey Cockerton ◽  
Rukhsana Naz ◽  
Sylvia Sheppard
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Factorial Validity ◽  
Conceptual Basis ◽  
Valid Measure ◽  
Internal Reliability ◽  
Learning Style Inventory ◽  
Satisfactory Model ◽  
Confirmatory Factor

Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.

scholarly journals Evaluation of Online Graduate Epidemiology Instruction and Student Outcomes

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Jacqueline Knapke ◽  
Erin Haynes ◽  
Julie Breen ◽  
Pierce Kuhnell ◽  
Laura Smith ◽  
...  
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Online Education ◽  
Learning Styles ◽  
Learning Style ◽  
Online Course ◽  
Theoretical Frameworks ◽  
Graduate Course ◽  
Learning Style Inventory ◽  
Education Model

In the last two decades, online learning has transformed the field of higher education. Also during this time, institutions of higher education have seen increases in their adult learner populations. The flexibility and accessibility of an online education model is often particularly appealing to adult learners, who bring unique needs, expectations, and learning styles to their educational experiences. Using Kolb’s Learning Style Inventory and Knowles’ andragogy model as theoretical frameworks, this study evaluates an online graduate course in epidemiology in terms of the demographics, learning styles, satisfaction, and achievement of students. Comparing the online course to the same, land-based course that was offered concurrently, we found no differences between students’ learning styles, satisfaction, and overall achievement. However, students in the land-based class were more likely to be matriculated into a degree program (p

The Psychometric Properties of the Learning Style Inventory and the Learning Style Questionnaire: Two Normative Measures of Learning Styles

2000 ◽  
Vol 30 (2) ◽  
pp. 44-52 ◽  
Author(s):  
Glynis E. Pickworth ◽  
Willem J. Schoeman
Keyword(s):  
Learning Styles ◽  
Psychometric Properties ◽  
Learning Style ◽  
Reliability And Validity ◽  
Learning Ability ◽  
First Year ◽  
Internal Reliability ◽  
Learning Abilities ◽  
Learning Style Inventory ◽  
Learning Styles Inventory

David Kolb has provided a detailed, useful and widely accepted theory of experiential learning and learning styles. He developed the Learning Styles Inventory (LSI) to assess four learning abilities and four learning styles. Kolb's work is viewed favourably for establishing the existence of individual differences in learning styles, but the major criticism against his work is focused on his method of measuring learning styles and more specifically on the psychometric properties of the LSI. The LSI is an ipsative instrument and the limitations placed on the statistical analysis of data of ipsative measures makes it inappropriate for reliability and validity evaluation of the instrument. In this study the psychometric properties of two normative measures of learning styles, a normative version of the LSI (referred to as the LSI-Likert) and the Learning Style Questionnaire (LSQ), are investigated. A review of the literature on the LSI is presented and the development of normative versions of the LSI is reviewed. First-year university students registered for either a science or human sciences degree completed the two normative instruments. The internal reliability of the four learning ability scales was determined using alpha coefficient. The internal reliability of the LSI-Likert and LSQ was found to be relatively high. The presence of a response bias for both instruments was suspected. It appeared that the LSI-Likert was more successful than the LSQ in differentiating learning abilities and styles in the sample used. Item factor analysis demonstrated two bipolar factors in line with Kolb's theory for the LSQ. The four-factor solution for the LSI-Likert produced four factors which to some extent represented the four learning abilities.

Learning Styles—Liberal Arts and Technical Training: What's the Difference?

1989 ◽  
Vol 64 (2) ◽  
pp. 507-518 ◽  
Author(s):  
Margery S. Reading-Brown ◽  
Robert R. Hayden
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Business Students ◽  
Stepwise Discriminant Analysis ◽  
Learning Style Inventory ◽  
The Difference ◽  
Learning Types

In a study comparing the learning types of undergraduate students at two higher education institutions having different educational missions, 222 participants representing three academic divisions took the original Kolb Learning Style Inventory and the Learning Style Questionnaire. Data were subjected to a stepwise discriminant analysis, and canonical discriminant functions were derived. Eight questionnaire items and three Kolb Learning Styles significantly discriminated among the groups of arts, science, and business students. Results indicated that the learning styles of career-oriented students are relatively predictable and that differences exist in learning styles of groups of students choosing different experiences in higher education.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals LEARNING STYLES

2009 ◽  
Vol 16 (02) ◽  
pp. 162-168
Author(s):  
KHALID FAROOQ DANISH ◽  
AZRA SAEED AWAN
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Career Choices ◽  
Intermediate Level ◽  
Third Place ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Medical College ◽  
Humanities Students

O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

Reality and Diversity: Reform in the Architectural Design Studio

2006 ◽  
Vol 31 (2) ◽  
pp. 20-31
Author(s):  
Jia Beisi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Experience ◽  
Architectural Design ◽  
Learning Activities ◽  
Two Dimensional ◽  
Learning Style Inventory ◽  
Reflection In Action ◽  
Architectural Design Studio ◽  
And Performance

Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

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