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The Reliability and Classification Stability of the Learning Style Inventory
Abstract
The Learning Style Inventory (LSI) and the newly revised Learning Style Inventory (LSI II) were examined for internal consistency, test-retest reliability and stability of the four classifications resulting from their scores. Internal consistency was much improved in the LSI II, but problems with low test-retest indices and classification stability continue to plague the instruments. The authors hypothesize that the observed improvement in internal consistency may be an artifact of the revised scoring scheme.
... Learning styles is an interesting area in terms of stability. Kolb (1976), as cited by Veres et al. 38 and also cited by Sims et al, 39 attributes learning styles as relatively stable, "enduring characteristics of a learner." 38,39 This stability is echoed by Keefe 36 who also attributes learning styles as a relatively stable construct based on the "analysis of each 36 However, styles are not traits but are considered as stable adaptive states of learning. ...
... Kolb (1976), as cited by Veres et al. 38 and also cited by Sims et al, 39 attributes learning styles as relatively stable, "enduring characteristics of a learner." 38,39 This stability is echoed by Keefe 36 who also attributes learning styles as a relatively stable construct based on the "analysis of each 36 However, styles are not traits but are considered as stable adaptive states of learning. 7 The two main factors that influence the stability of these structures include (i) learning styles relate to adaptive constant patterns of transaction between the learner and their environment 7 and (ii) learning styles have been shown to be generally less influenced by teaching styles. ...
Background Research in learning styles and learning approaches is extensive; however our understanding of the differences and misconceptions between these two important constructs is limited. Furthermore, most health disciplines have utilized research into learning styles and learning approaches to refine teaching modules or as a basis for understanding student cohorts, yet very few studies have been conducted in the discipline of pharmacy. Objective This narrative review will discuss the misconceptions between the two constructs, the differences in their use and the important role reflection plays in both learning styles and approaches. Methods A snowball method was utilized to locate peer-reviewed articles from the last 30 years. Results The literature identified reflection may play a role in learning styles and approaches, which may influence academic performance. Conclusion Understanding a cohortʼs learning style and approaches and the role reflection plays, particularly over time, may provide invaluable support for refining pharmacy curricula for enhanced academic performance and student learning.
... La seconde version de l'instrument a corrigé ces défauts, mais les résultats obtenus dans les études de validité -notamment celles qui cherchent à retrouver une structure factorielle proche du modèle postulé -s'avèrent encore trop variables, pour que le questionnaire soit considéré valide (cf. Cornwell, Manfredo et Dunlap, 1991 ;Ruble et Stout, 1990 ;Sims, Veres, Watson et Buckner, 1986 ;Sims, Veres et Shake, 1989 ;Veres, Sims et Locklear, 1991). ...
... et .60 pour le LSI de Kolb (Sims et al., 1986), et supérieures à .68 pour 60 % d'entre elles pour le PEPS de Price, Dunn et Dunn (Reynolds et Gerstein, 1991). ...
This article surveys the main models relating to learning styles, as well as the evaluation instruments to which these models have given rise, using the approach of a critical review. A number of criteria can be used to place models in relation to each other. In particular, models can be compared on the number and type of dimensions used, the descriptive or normative nature of the model, and the degree to which an interactional perspective is used. A study of measurement instruments considers the data recording method used and summarises the main results available regarding validation.
In conclusion, a number of questions are raised concerning the diversity of measurement instruments and their overlap with other tools. Finally, from a practical perspective the use of learning style instruments is discussed and from a conceptual perspective a restructuration of the diversity of styles is proposed.
... Selected studies have found validity in using learning styles in education: critics say there is inconsistent evidence identifying students individual learning style and teaching for specific learning styles produces better performance (Newton & Salvi, 2020;Thomas, 2021;Whitman, 2023). However, advocates of learning styles assessment in instruction believe that learning styles can be measured and used as a valuable teaching tool inside the learning environments (Sims et al, 1986;Cornwell & Manfredo, 1994;Mainemelis et al., 2002;Rutz, 2003;Sternberg et al., 2008). According to these researchers, by identifying students' learning styles and matching them to teaching methods, learning can be greatly boosted. ...
The field of Architecture requires imaginative thinking and innovative problem solving to design building structures. In order to create an inclusive and dynamic environment for architectural education, it is useful to recognise the contributions of students to the different learning styles that foster creative processes across all age groups. Age represents a multifaceted aspect of demography that harnesses diverse experience, knowledge, skills, and perspectives. This study considers the effect of age on the learning styles adopted by students in architectural design studio as ongoing concerns for student output in design continues to question how students learn and how their ways of learning differ from one another. This study juxtaposes two separate sequential studies which identify and seek to understand learning styles and preferences of second-to fourth-year Architecture students in the University of Jos, Plateau state; and to ascertain how awareness of this various learning styles can improve the communication between instructors and design students in design studio. A quantitative review of data generated using the Kolb's Learning Style Inventory (LSI) and analysed through descriptive statistical methods showed the preferred ethnographic means and demographic spread of students learning style preferences in each sample using tabulated descriptions and graphical descriptions on the basis of the Kolb's Learning Style Theory. The study ascertained that the age and preferred learning style of a student can determine how well he/she performs in design studio. It also concluded that there are significant differences between performances of students of every pair of learning styles. The results of this study strongly suggest that recognising the association between learning styles and age-based performance in design studio will lead to both more perceptive teaching and also more responsive learning. Background to the Study Traditional architectural education has its foundation in the design studio. Students transform a field of inquiry into a proposition or scheme producing diverse works in analogue and digital media (sketches, CAD drawings, conceptual and scale models, and written work), continually communicating with one another and receiving comments from tutors and critics (Ilozor, 2006). The learning experience combines self-reflected knowledge from other disciplines, and consciously developed into an acquired design skill combining knowledge and intelligence, amongst other hard skills (Demirbas & Demirkan, 2003). Students have different strengths and preferences in the ways how they take in and process information, which is to say, they have different learning styles. While various research has explored the impact of personality traits, educational approaches, and cultural backgrounds on creative learning, the role of age in shaping design skill amongst architecture students is an area which needs closer examination.
... Selected studies have found validity in using learning styles in education: critics say there is inconsistent evidence identifying students individual learning style and teaching for specific learning styles produces better performance (Newton & Salvi, 2020;Thomas, 2021;Whitman, 2023). However, advocates of learning styles assessment in instruction believe that learning styles can be measured and used as a valuable teaching tool inside the learning environments (Sims et al, 1986;Cornwell & Manfredo, 1994;Mainemelis et al., 2002;Rutz, 2003;Sternberg et al., 2008). According to these researchers, by identifying students' learning styles and matching them to teaching methods, learning can be greatly boosted. ...
... Few studies have found validity in using learning styles in education, critics say there is no consistent evidence that identifying students individual learning style and teaching for specific learning styles produces better performance. Advocates of learning styles assessment in instruction believe that learning styles can be measured and used as a valuable teaching tool inside the classroom (Sims et al, 1986;Cornwell & Manfredo, 1994;Mainemelis et al., 2002;Rutz, 2003;Sternberg et al., 2008). According to these scholars, by diagnosing students' learning styles and matching them to teaching methods, learning can be greatly enhanced. ...
The curriculum and programs of architectural schools and studios are often written to address theoretical and professional concerns without addressing the ways in which a particular program may be compatible with individual student learning styles. This study takes a closer look at the effect of learning styles on student performance in architectural design studio as concerns for student output in design continues to question how students learn and how their ways of learning differ from one another. The study identifies and seeks to understand learning styles and preferences of second-and fourth-year Architecture students in the University of Jos, Plateau state; and to ascertain how awareness of this various learning styles can improve the communication between instructors and design students in design studio on the basis of the Kolb's Learning Style Theory. In this study, a quantitative research approach was employed. The research instrument that was employed is the Kolb's Learning Style Inventory (LSI). Data captured in this study was analysed through descriptive statistical methods for the purpose of showing the means and spreading of students learning style preferences in each sample using tabulated descriptions and graphical descriptions. The study ascertained that the preferred learning style of a student can determine how well he/she performs in design studio. It also concluded that there are significant differences between performances of students of every pair of learning styles. The results of this study strongly suggest that recognising the association between learning styles and performance in design studio will lead to both more perceptive teaching and also more responsive learning.
... Some researchers examine the stability of reported learning styles preferences over time, in an effort to determine both reliability of learning styles measures, and practicality of classroom use. One group of researchers examined the test-retest reliability of two versions of the Learning Styles Inventory (LSI) and found issues with classification stability in both instruments (Sims et al., 1986). The authors noted that this issue may be due in part to changes made between versions. ...
... Kolb developed LSI2 to improve the reliability of the instrument (Sims, Veres, Watson, & Buckner, 1986). This second version continues to be well used despite criticisms of its construct validity, its response-set bias, its stability over time and its predictive ability (Koob & Funk, 2002;Ruble & Stout, 1991). ...
Positive experiences of teamwork in design contexts significantly improve students’ satisfaction with teaching and their attitudes towards future teamwork. Thus, an understanding of the factors leading to negative and positive team experiences can inform strategies to support effective teamwork. This paper examines design students’ perceptions and experiences of teamwork. Three sources of qualitative data were analysed: a pilot survey completed by 198 design students in four institutions; five focus groups with 23 students; and a national survey completed by 417 students from 18 Australian universities. Students were from a range of design disciplines, with the majority studying architecture. The findings provide insights into issues and challenges of learning how to design in teamwork contexts, in particular the importance of adopting strategies to promote individual accountability within a team and ensuring fair assessment that acknowledges levels of individual contributions. The paper concludes with recommendations for teachers.
... These debates contributed to amendments on wording formats demonstrated within the revised second version (LSI2) released in 1985. Relevant studies have shown reliability improvements but no significant changes on stability (Atkinson, 1989;Sims, Veres, Watson, & Buckner, 1986;Veres, Sims, & Shake, 1987;Willcoxson & Prosser, 1996). Concerns were also raised about internal validity because factorial studies reported poor fit to theory constructs (Cornwell, Manfredo, & Dunlap, 1991;Geiger, Boyle, & Pinto, 1992;Loo, 1999). ...
The nursing research on learning differences is currently expanding, suggesting the need for trustful measurements. This study aimed to adapt and cross-culturally validate the Learning Style Inventory.
The first phase involved symmetrical translation and adaptation to the Greek target language. The second phase concerned the psychometric testing.
Internal reliability showed satisfactory alpha values. Kappa coefficients supported the test-retest reliability, and paired t test correlations justified the stability. Factor analysis yielded 2 constructs fitted with theory. The internal validity was also evidenced. The nursing students' learning style profile was discussed within their educational field and cultural background.
The inventory presented content and construct equivalence to original scales. Certain implications were drawn for nursing supporting the utility of learning styles' measurements.
... Although early critic of the instrument focused on the internal consistency of scales and test-retest reliability, a study by Ferrell (1983) showed that the LSI version 1 was the most psychometrically sound among four learning instruments of that time. In 1985, version 2 of the LSI was released and improved the internal consistency of the scales ( Veres et al. 1987;Sims et al. 1986). Critics of this version focused their attention on the test-retest reliability of the instrument, but a study by Veres, Sims, and Locklear (1991) showed that randomizing the order of the LSI version 2 items results in dramatic improvement of test-retest reliability. ...
... Although early critique of the instrument focused on the internal consistency of scales and test-retest reliability, a study by Ferrell (1983) showed that LSI version 1 was the most psychometrically sound among four learning instruments of that time. In 1985 version 2 of the LSI was released and improved the internal consistency of the scales (Veres et al., 1987;Sims et al., 1986). Smith and Kolb (1986) reported the following Cronbach alphas for LSI version 2 (N = 268): AC = .83, ...
... Although early critique of the instrument focused on the internal consistency of scales and test-retest reliability, a study by Ferrell (1983) showed that LSI version 1 was the most psychometrically sound among four learning instruments of that time. In 1985 version 2 of the LSI was released and improved the internal consistency of the scales (Veres et al., 1987;Sims et al., 1986). Smith and Kolb (1986) reported the following Cronbach alphas for LSI version 2 (N = 268): AC = .83, ...
... Although early critiques of the instrument focused on the internal consistency of scales and test-retest reliability, a study by Ferrell (1983) showed that the LSI version 1 was the most psychometrically sound among four learning instruments of that time. In 1985 version 2 of the LSI was released and improved the internal consistency of the scales (Veres, Sims, and Shake 1987;Sims, Veres, Watson, and Buckner 1986). Critiques of this version focused their attention on the test-retest reliability of the instrument, but a study by Veres, Sims, and Locklear (1991) showed that randomizing the order of the LSI version 2 items resulted in dramatic improvement of test-retest reliability. ...
Based on research about humor, foreign languages, and instructional design, in the current study we examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English, which is a foreign language to most of the German-speaking sample. The funny video turned out to be the condition related to better success in learning while individual variables, namely learning styles and metacognitive evaluation, were controlled. Learning styles were assessed with a modified version of Kolb’s learning style inventory. Regarding metacognition, it was further found out that answering by logical thinking correlated negatively, and that answering by processing the presented material correlated positively with the number of correct answers. The article concludes with possible explanations, practical implications, limitations, and hints for future research.
... 21 scores, correspondant aux 7 dimensions dans les 3 situations, ont été calculés pour chacun des 117 sujets de la manière suivante : chaque item vaut 1 à 5 points selon la modalité deSims & al., 1986, qui mentionnent pour le LSI de Kolb des corrélations variant entre .42 et .60). ...
The study of learning styles - preferred modes of functionning that are directly observable in natural situations -has not yet been well organised in a conceptual framework. A main problem bears upon the generality level of learning styles, which are considered sometimes as cognitive styles affecting all situations, sometimes as styles specific to learning or sometimes as styles relating to particular educational methods.
In order to determine whether individuals adopted the same preferential styles regardless of the situation, the material of Kolb and of Sternberg was adapted to construct a contextualised instrument to test the variability of seven learning styles, according to three specific situations. Results show that although styles are indeed based on internal dispositions, they are nevertheless linked to the type of situation. Further results presented in this article show the internal and external validity of the questionnaire we have built.
... Sims et al. found that the internal reliability of the new form LSI sub-scales ranged from 0.76 and 0.85 using 438 undergraduate and postgraduate business students. The internal reliability coefficients of the LSI are an improvement [16]. ...
The purpose of this study was to survey the learning style of MBA and EMBA program students and investigate the effects of gender. This study sample was conducted in the universities MBA program in central Taiwan. The data were collected by survey questionnaires, and used the method of the Kolb Learning Style Inventory to investigate the four learning styles-Diverging, Assimilating, Converging and Accommodating. The data were analyzed by calculating the frequencies and percentages, and by using Chi-square for comparison of gender and program. The result of this study showed that the highest percentage, at about 42.91%, was for the Assimilating learning style. A Chi-square test was used as the statistical analysis method that revealed learning styles were not vary dependent on different gender and programs, but for learning styles in different gender and program (MBA or EMBA) of the Chi-square test was significant.
... Kolb developed Version 2 of the LSI to improve the reliability of the instrument (Sims et al., 1986). This second version continues to be well used, despite criticisms of its construct validity, its response-set bias, its stability over time and its predictive ability (Ruble and Stout, 1991;Koob & Funk, 2002). ...
This paper focuses on the results of a cross-curriculum learning style survey conducted in an Australian School of Architecture and Building as part of an ongoing project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multicultural team assignments. The research was conducted to determine how learning style differences in heterogeneous design teams might be addressed through pedagogy. We will argue that the likelihood of and reasons for learning style fluidity in student design cohorts needs determining if learning style theory is to provide a workable model for informing the teaching of design.
In light of evidence in student cohorts of learning style changes as students progress through their studies (Tucker, 2007), this research discusses one explanation of what appears to belearning style fluidity in architecture student cohorts. If, as prior research has indicated, the learning styles of academics are quite different from practitioners, evidence of a learning style drift in built environment students towards the predominant learning styles of their design teachers might suggest that students are learning how to be academics rather than practitioners. This, of course, might have serious implications for built environment teaching and for practice.<br /
... Loo (1996) notes that the revised Learning Style Inventory has not resolved the psychometric problems for which the original version was criticized. In a study by Sims, Veres III, Watson, and Buckner (1986) it was found that the internal consistency was much improved in the revised Learning Style Instrument, but that problems with low test-retest indices and classification stability continue to plague the instrument. The principal finding in a psychometric re-examination by de Ciantis and Kirton (1996) was that it was not possible for a single inventory to measure the style, level and process of learning all at the same time, as Kolb's construct claims to do. ...
Abstract The first objective of the study was to both develop and test empirically the hypothesized
... The vast majority of these studies have used Kolb's (1976, 1985) Learning Style Inventory (Kolb's LSI) to assess individual learning preferences. However, Kolb's LSI has received a substantial amount of criticism in the education literature (e.g., Sims et al. 1986; Sims et al. 1989; Wilson 1986; Veres et al. 1987; Veres et al. 1991; Atkinson 1991; Cornwell et al. 1991 ). Further, the specific use of Kolb's LSI in accounting education research has been criticized because of the instrument's poor psychometric properties (cf., Stout and Ruble 1994). ...
Recent reviews of accounting education research have called for continued assessment of learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test‐retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test‐retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner‐type classification instability across the two administrations. In terms of construct validity, two‐factor solutions were not consistent with those reported by Canfield...
Examining of criminal justice students' leaning styles is important today, because what criminal justice students learn (and how they learn it) is extremely valuable to society. This study examined the learning style preferences of criminal justice students based on the Myers-Briggs Type Indicator and Kolb's Learning Style Inventory. The study also explored whether there were differences in learning style among criminal justice students based on students' gender and race. The students were examined using the Myers-Briggs Type Indicator (MBTI); the Kolb's Learning Style Inventory, and a demographic identification form to collect the data to be studied. The population for the study consisted of criminal justice students enrolled in upper division courses at two universities located in the Midwest and the Southeast regions of the United States. The data were collected and analyzed by the researcher using chi-square.
Abstract
The Kolb Learning Style Inventory version 4.0 (KLSI 4.0) revised in 2011, is the latest revision of the original Learning Style Inventory developed by David A. Kolb. Like its predecessors, the KLSI 4.0 is based on experiential learning theory (Kolb 1984) and is designed to help individuals identify the way they learn from experience. The Kolb Learning Style Inventory 4.0 is the first major revision of the KLSI since 1999 and the third since the original LSI was published in 1971. Based on many years of research involving scholars around the world and data from many thousands of respondents, the KLSI 4.0 includes four major additions-- A new nine learning style typology, assessment of learning flexibility, an expanded personal report focused on improving learning effectiveness, and improved psychometrics. The technical specifications are designed to adhere to the standards for educational and psychological testing developed by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education (1999).
The first chapter describes the conceptual foundations of the LSI 3.1 in the theory of experiential learning (ELT). Chapter 2 provides a description of the inventory that includes its purpose, history, and format. Chapter 3 describes the characteristics of the KLSI 4.0 normative sample. Chapter 4 includes internal reliability and test-retest reliability studies of the inventory. Chapter 5 provides information about research on the internal and external validity for the instrument. Internal validity studies of the structure of the KLSI 4.0.1 using correlation and factor analysis are reported. External validity includes research on demographics, educational specialization, concurrent validity with other experiential learning assessment instruments, aptitude test performance, academic performance and experiential learning in teams. Chapter 6 describes the new Learning Flexibility Index including scoring formulas, normative data and validity evidence. In chapter 7 the current research on educational applications of ELT and the KLSI in many fields is reviewed.
©Experience Based Learning Systems 2013 www.learningfromexperience.com
According to Experiential Learning Theory (Kolb, 1984) knowledge is created through the grasping and transforming of experience and students need to traverse a cycle of concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), in order to learn. Individuals often have a preference for one or more of the four phases, however, producing one of four learning styles: Diverging, Assimilating, Converging, and Accommodating. We assess the importance of learning style for students taking an IS Analysis and Design course. We examine the properties of the Learning Style Inventory (LSI-1999) instrument and then determine whether there is any relationship between learning style and performance in the course (110 words.).
The purpose of this study was to investigate the learning differences among 216 sophomore to graduate students in the Sport Management, and Travel & Tourism Management specialties of the Department of Parks, Recreation & Tourism Management (PRTM), and in the Psychology, Sociology, and Management departments at Clemson University, using the four learning/transforming modes and the two combination scores of Kolb's Learning Style Inventory (1985 revised). One-way ANOVA and GLM Univariate analysis of learning/transforming modes and combination scores revealed that students of the PRTM specialties favored empirical learning, while Psychology, Sociology, and Management students used more rational learning. Samples in all five academic units extensively used the active experimentation (doing) transformation of knowledge. Female students used the empirical learning method more than males. This study concludes that Kolb's model may be a useful teaching tool in Leisure Science to strengthen the majors' rational learning abilities, in which the sample is found to be comparatively weak.
A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: Part I demonstrates how the underpinnings of education----history, philosophy, psychology, sociology----determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning. Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included. Part III examines problem solving, creativity, and design. Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation. © 2005 Institute of Electrical and Electronics Engineers, Inc. All rights reserved..
This study takes a close look at the effects of learning style with regard to an example of computer-supported collaborative learning (CSCL) called “Toward an Integrated Learning Environment” (TILE). It focuses on learning style changes, learning outcomes, and learner satisfaction. Formal data, such as the measurement of student learning style by Kolb’s Learning Style Inventory, were collected in several TILE-based courses. No changes in student learning styles and no significant differences in learning outcomes and learner satisfaction with regard to different learning styles were found. However, the results suggest that a potential benefit of CSCL environments is the support of diverse learning styles.
Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb’s experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb’s ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three–circle model). It was explained that experiential learning builds meta–cognitive skills and can be goal–oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., “What happened?” “Now what?” “So what?”) during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.
The present investigation examined the relationship between the Connected and Separate Knowing dimensions of the Knowing Styles Inventory [K. H. Knight, M. H. Elfenbein, and J. A. Messina (1994) “A Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory,” paper presented at the meeting of the New England Educational Research Organization, Rockport, ME; (1995) “A Preliminary Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory, Sex Roles, Vol. 33, pp. 499–513] and the Concrete Experience and Abstract Conceptualization learning modes of D. A. Kolb [(1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall], formal reasoning ability [B. Inhelder and J. Piaget (1958) The Growth of Logical Thinking from Childhood to Adolescence, New York: Basic Books; (1975) The Origin of the Idea of Chance in Children, New York: W. W. Norton; K. G. Tobin and W. Capie (1981) “The Development and Validation of a Group Test of Logical Thinking,” Educational and Psychological Measurement, Vol. 41, pp. 413–423], and vocabulary and abstract thinking ability [W. C. Shipley, (1940) “A Self-Administering Scale for Measuring Intellectural Impairment and Deterioration,” Journal of Psychology, Vol. 9, pp. 371–377], Study 1 (126 females, 117 males) found that males who were more connected were more likely to describe their learning style as emphasizing feeling rather than thinking (i.e., scored higher on Concrete Experience). Studies 2 (59 females, 39 males) and 3 (56 females, 58 males) found no relationship between Connected or Separate Knowing and formal reasoning and vocabulary or abstract thinking ability, respectively. Suggestions for future research were presented.
Strategic information systems planning (SISP) remains a top concern of many organizations. Accordingly, researchers have investigated SISP practice and proposed both formal methods and principles of good practice. SISP cannot be understood by considering ...
In both education and training an important aspect of the design, development and delivery of learning is the role of individual differences between learners in terms of their ‘learning styles’. One may identify four broad categories of what have been termed ‘learning style’: (i) ‘cognitive personality elements’ (e.g. Witkin et al. 1977; Riding, 1991); (ii) ‘information‐processing style’ (e.g. Kolb, 1984; Honey & Mumford, 1992); (iii) ‘approaches to studying’ (e.g. Entwistle & Tait, 1994); (iv) ‘instructional preferences’ (e.g. Riechmann & Grasha, 1974). A study of 245 university undergraduates in business studies aimed to: (i) describe the range of individual differences present within the sample; (ii) investigate the relationship between learners’ cognitive styles, learning styles, approaches to studying and learning preferences; (iii) consider the implications of ‘learning style’ for teaching and learning in higher education. The present study suggested some overlap between the dimensions measured by the Learning Styles Questionnaire (Honey & Mumford, 1986; 1992) and the Revised Approaches to Studying Inventory (Entwistle & Tait, 1994). No statistically significant correlations were found between cognitive style, as measured by the Cognitive Styles Analysis (Riding, 1991) and any of the other ‘style’ constructs used. Further research is required to investigate these relationships, as is a large‐scale factor analytical study of the Honey and Mumford and Kolb instruments. The notions of whole brain functioning, integra‐tive approaches to studying and degree of learning activity are discussed.
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.
Although most of the validation studies on Kolb's revised Learning Style Inventory (LSI) focused on the internal consistency and construct validity of the scales, the present study extended the validation effort by (a) using the LSI to confirm predicted learning abilities and (b) testing Kolb's hypothesis on the relationship between learning styles and educational backgrounds. Based on a review of the local education system and culture, it was hypothesized that Singaporean students would score high in abstract conceptualization ability and low in concrete-experience ability. This was confirmed by the findings that also supported Kolb's hypothesis that the learning styles are associated with different educational backgrounds. The study involved 1,032 final-year students from six faculties in a local university.
The format of Kolb's Revised Learning Style Inventory (LSI II) was modified to eliminate a probable response bias and to investigate the inventory's subsequent reliability and stability. While internal-consistency estimates for the modified instrument dropped as expected in an initial study, test-retest reliabilities and kappa coefficients increased dramatically. A second study replicated the results of the initial research. The increased stability of the modified version argues against dismissal of the LSI as an instrument for the study of learning styles.
This study investigated the relationship between measures of cognitive style and occupational preference and learning modes as measured by Kolb's revised Learning Style Inventory 1985. The Group Embedded Figures Test (GEFT), the Learning Style Inventory 1985 (LSI), and the Vocational Preference Inventory (VPI) were administered to 111 introductory psychology students. There were no significant correlations between the LSI and the GEFT. Correlations between the LSI and the VPI revealed a relationship between Artistic interests and the Concrete Experience mode.
This chapter describes the concept of learning flexibility in Experiential Learning Theory and its relationship to integrative learning and adult development. The Learning Flexibility Index (LFI), an improvement over previous measures of learning flexibility, is introduced. We introduce a new measure for calculating learning flexibility based on the Kendall's Coefficient of Concordance or W. Construct validity for the LFI measure is shown by confirming six hypotheses about the place of the LFI in a nomological net. The LFI is negatively related to age and educational level. Women and those in concrete professions tend to be more flexible. Individuals with an assimilating learning style tend to be less flexible. Learning flexibility is positively related to Akrivou's Integrative Development Scale. Discriminant validation of the LFI shows that adaptation of learning style to context in the LFI is different than random variation in the Kolb's Learning Style Inventory (KLSI). Finally, a case studies of individuals with high and low LFI score illustrates how learning style and learning flexibility can combine to produce unique patterns of adaptation to different learning contexts. Implications for future research and practice are discussed.
This paper reexamines the cautionary theme advanced recently in Stout and Ruble (1991a; 1991b) regarding the use of the LSI-1985 in accounting education research. We focus on evidence relevant to the construct validity of the LSI-1985 and identify a number of psychometric problems with the instrument. The evidence regarding the measurement properties of the LSI-1985 (in both its standard and scrambled versions) argues for suspension of its use in accounting education research. In short, the LSI-1985 does not provide meaningful measures of the learning style constructs posited by the Experiential Learning Model (ELM).
The learning styles of Singaporean students were explored, and the findings were compared with those of two previous studies based on U.S. samples. The results indicated that the Singaporean students learned by abstract conceptualization and reflective observation, whereas their U.S. counterparts learned by concrete experience and active experimentation. The students' learning styles were reflected in the capabilities of U.S. and Singaporean managers.
Kolb’s experiential learning theory, developed in the 1970s, continues to be influential in the educational and management fields. To complement his theory, Kolb developed a learning style preference instrument (LSI) that has been continually hampered by poor psychometric performance. Whether these problems are due to poorly differentiated theory and/or instrument error has been the focus of debate. The principal finding reported in the present study is that the LSI, as modified by Kolb in 1985, is gender sensitive for an Australian cohort of 1st-year university students. For females, the results of a factor analysis were consistent with Kolb’s theory. For males, the results were consistent with previous studies that found the instrument yielded scores with poor construct validity.
The use of nominal-level analysis of four primary learning styles (PLS) (i.e., doing, thinking, watching, and feeling), based on the Learning Style Inventory demonstrated their discriminant/convergent validity but not the validity of Kolb's learning style types (LST) (i.e., accommodator, diverger, converger, and assimilator). The LST typology is derived from the difference of two sets of ipsatively scored variables-a circumstance that contributes to its lack of validity, whereas the PLS categories are based directly on the rank ordering given by subjects. The PLS category, thinking, was associated with having higher scores on a mental ability measure, whereas doing was associated with higher levels of learning and performance on an origami paper-folding task (i.e., an archetypical doing task).
The Learning Style Inventory (LSI) is a commonly employed measure of learning styles based on Kolb's Experiential Learning Model. Nevertheless, the psychometric soundness of LSI scores has historically been critiqued. The present article extends this critique by conducting a reliability generalization study across studies and versions of the test. Results indicated that internal consistency and test-retest reliabilities for LSI scores fluctuate considerably and contribute to deleterious cumulative measurement error, Reliability variation was predictable by test version and several study features.
This research investigated the internal consistency and construct validity of the revised Learning-Style Inventory (LSI-1985). In particular, the study examined the possibility of a response-set bias based on the single-scale-per-column format of the instrument. Order effects were considered as well. To study the possible response set, two versions of the instrument were administered: (a) the standard LSI-1985 and (b) a scrambled version. Estimates of scale consistency were less in the scrambled version suggesting the presence of a response set for the standard LSI-1985. Factor analyses failed to support the construct validity of the revised instrument and also seemed to indicate the presence of a response set. In addition, completing the LSI after the administration of a second instrument seemed to affect the reliabilities of some scales. Further research is needed to clarify the effects of the psychometric properties and underlying assumptions of the LSI-1985.
The Revised Learning Style Inventory (LSI II) was examined for internal consistency, test-retest reliability and stability of the four classifications resulting from the scores of subjects employed in industry. The results from this study were compared to the results of similar research conducted on a student sample (Sims, Veres, Watson, and Buckner, 1986). The internal consistency of the industrial sample was comparable to that of the students. Test-retest indices and classification stability, however, remained low for the industrial sample, a fact failing to support the Sims et al. hypothesis that the learning styles of students were not fully developed and thus contributed to observed instability. The results of this preliminary study in industry indicate that problems noted with students continue to operate in the assumably "more stable" industrial setting. Further research is discussed to identify the source of LSI instability.
This study is an extension of previous research comparing the standard LSI-1985 with a scrambled version of the instrument. The two forms of the LSI were examined for internal consistency, test-retest reliability, and classification stability. The internal consistency of the standard LSI was greater than that of the scrambled version while the test-retest reliability of the scrambled version was higher. After a five-week interval, classification stability for the two instruments was 56% for the standard LSI and 53% for the scrambled version. This level of classification stability represented a modest improvement over chance. Compared to the scrambled version of the LSI, the standard LSI yielded more extreme classification changes. Many of the differences between the standard and scrambled versions of the LSI may be due to a responseset bias of the standard LSI. Overall, the results suggest that further revision of the LSI would be desirable to reduce the response-set bias and improve the psychometric properties of the instrument.
This investigation assesses the validity of the Problem Solving Style Questionnaire's (PSSQ) two subscales (abstractness/concreteness and action/reflection). Confirmatory factor analyses with the PSSQ and Honey and Mumford's (1982) Learning Styles Questionnaire provide support for the convergent and discriminant validity of the PSSQ. Although further examination of the psychometric properties of the PSSQ is warranted, the PSSQ represents an encouraging alternative to other measures of learning style.
This paper provides additional empirical evidence concerning accounting student learning styles as indicated by the revised Learning Style Inventory (LSI-1985; Kolb, 1985b). Subjects were 536 upper-level undergraduate business students, of which 142 were junior and senior accounting majors. Two versions of the LSI-1985 were administered, standard and scrambled. In addition, 91 accounting majors completed the LSI a second time, after a 5-week interval. Results indicate (a) little evidence that accounting majors exhibit characteristic learning styles different from those of other undergraduate business majors; (b) equivocal evidence that a dominant indicated learning style exists among accounting as well as other undergraduate business majors; (c) that the LSI yields rather unstable learning style classifications over time; and (d) that learning style classifications, as well as classification stability over time, are affected by the format of the LSI administered (standard vs. scrambled). Much of this evidence contrasts to that reported previously in the literature based on the original LSI (Kolb, 1976). In view of these results, caution on the further use of the LSI for predictive and classification purposes in accounting education is called for.
The concept of `learning style' is virtually taken for granted in management development, in spite of considerable doubts about its validity from within cognitive psychology and education. The first part of this paper summarizes research that is critical of `learning styles', particularly in the form which predominates within management development and introduces the alternative concept of learning strategy, which is rarely encountered in this field. The second part of the paper develops a critique of learning style theory from a critical education perspective, raising even more significant concerns that in decontextualizing learning the concept of style may provide a discriminatory basis for dealing with difference in gender or race.
Communicative and compliance behaviors of subjects working in three-person groups were predicted. Consistent with Fishbein's modified version of Dulany's theory of propositional control, subjects' intentions to perform these behaviors correlated highly with their attitudes toward the behaviors and with their normative beliefs about the behaviors, multiplied by their motivation to comply with the norms. Behavioral intentions correlated significantly with behavior, although intervening events were found to attenuate the intention-behavior relation. Measuring intentions after these intervening events had occurred, or taking the intervening events into account, was shown to improve behavioral prediction. These findings were compared with prediction of behavior from traditional attitude measures.
Examines research on the relation between attitude and behavior in light of the correspondence between attitudinal and behavioral entities. Such entities are defined by their target, action, context, and time elements. A review of available empirical research supports the contention that strong attitude–behavior relations are obtained only under high correspondence between at least the target and action elements of the attitudinal and behavioral entities. This conclusion is compared with the rather pessimistic assessment of the utility of the attitude concept found in much contemporary social psychological literature. (4½ p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A learning style theory [Kolb, 1971] has been used for theory building, research, and to provide pedagogical advice. Supporting evidence comes from an unreliable instrument designed so that its results spuriously corroborate the theory. Independent research has not supported the theory and suggests its normative use should be suspended.
Assessment of learning style provides a framework within which individual differences for specific ways of learning can be described. The Learning Style Inventory developed by Kolb assesses learners' preferences for specific phases of an experiential learning cycle. This study was undertaken to determine the reliability and construct validity of Kolb's original ipsative instrument and of an alternate normative form adapted from the original inventory. Results of this study indicated that the alternate version was as reliable as the original version, was equivalent in measuring characteristics defined in the original learning style scales, and demonstrated construct validity that was at least comparable to that for the ipsative instrument. For research purposes, the alternate normative version can be substituted for the original ipsative instrument to meet the requirements of independence in statistical analyses.