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Context and Test-Retest Reliability of Kolb's Learning Style Inventory
Abstract
Two groups of students enrolled in a university physical activity course volunteered to complete Kolb's Learning Style Inventory at the beginning of and the end of a semester to estimate test-retest reliability. A control group (n = 129) completed the inventory in its original form while the experimental group (n = 124) completed the same test but with modified instructions providing a more specific focus. Test-retest reliability, assessed using a Pearson product-moment correlation, improved for the group given instructions which specified a contextual focus.
... Kişilerin öğrenme yollarının farklı olabildiği gibi bireylerin aynı anda farklı öğrenme yollarını bir arada kullanabildiğini belirtmektedir. Ayrıca bireylerin her zaman aynı biçimde öğrenmediğini vurgulamaktadır (5,8). ...
Aim: Learning style can be defined as individual differences in the processes of perceiving information, processing, and placing information in the mind. Creating educational models and learning environmentssuitable for individuals' learning style characteristics will ensure that desired learning outcomes are achieved. Kolb Learning Styles Scale is frequently used to determine learning styles. In our country andin the literature, there is no study evaluating the learning styles of physicians related to minör specializations. With this research, it was aimed to determine the learning styles of hematology specialists.Methods: Kolb learning styles scale and questionnaire were applied to hematology specialists who participated in the "Masterclass" program organized by the Turkish Society of Hematology between 2016-2019, using the online survey monkey method.Results: 70 hematologists from five different masterclass programs participated in the study. Of the hematologists, 61.4% (n= 43) were female and 38.6% (n= 27) were male. The mean age of the participants was calculated as 40 ± 3.16 years [median=39.96 years (35-54)], and the mean duration of specialistic was 4.81 ± 11.39 years [median= 5 (1-10 years)]. The learning style of hematologists is converging with 38 people (54.3%), assimilating with 16 people (22.9%), accommodating with 10 (14.3%), and diverging with 6 people (8.6%) was defined. There was no significant difference in terms of gender, major specialization, titles, institutions, and learning styles of the participants (p> .05). The mean final exam scores of the hematologists were calculated as 63.96 ± 10.99 points [median= 62 (40-91 points)]. It was observed that gender, age, duration of specialization, major specialization, academic title, and learning style had no effect on the final exam score (p>.05).Conclusions: Hematology specialists were found to have predominantly converging and assimilating learning styles. Considering the characteristics of these learning styles while creating hematology education programs and learning environments can contribute positively to traning program.
... Multiple scales and classifications of learning styles have been used in higher education [9,10]. Kolb's Experiential Learning Theory (ELT), proposed by David Kolb, is one of the most recognized classical theories for adult learning [11]. ...
The purpose of the study was to evaluate the effect of experiential learning approaches using various pedagogies that have been incorporated in dental education on students' learning styles. Harvard School of Dental Medicine (HSDM) has recently redesigned the predoctoral curriculum to reinforce team-based discussion and to promote self-directed learning and it was necessary to investigate whether the change in pedagogical approach to teaching had any influence on how students learn. Kolb's Learning Style Inventory Survey (KLSI version 3.1) was administered to three classes (Group 1: New curriculum; medical science foundation year, Group 2: new curriculum; dental science foundation year, and Group 3: Old curriculum) at HSDM. Group 1 and 2 experienced the newly redesigned curriculum which emphasizes case-based collaborative learning and flipped classroom, and Group 3 used the old curriculum with lecture-based learning and problem-based learning tutorial cases. The learning styles of students in the previous and new dental curricula were compared. The results showed that the interactive pedagogical approaches could affect students' individual learning style and enhance a reflective learning style in adult learners. Course redesign on the educational experience of students should consider applying multiple teaching strategies in the curriculum to accommodate varying learning styles and address the learning needs of students in a collaborative learning environment.
... Learning styles reflect a person's preferred learning style, related to individual differences in mental and personality dimensions [1]. Previous research has highlighted the importance of learning styles [2][3][4]. It has already been proven that instructional outcomes can vary by considering learning styles [4][5][6]. ...
Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales (P>0.05). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants (P=0.024). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.
... (14) The importance of learning styles has been validated in previous studies. (15)(16)(17) It has been shown that taking learning styles into account can improve educational results. (15,18,19) Seeking answers to clinical questions can be seen as a form of self-directed learning. ...
... Populations of students entering Higher education and health care professions are from diverse backgrounds and experiences. Learning styles indicate the preferred way in which students choose to learn and differences have been identified between student populations in many studies [3][4][5]. There has been much research concerning learning styles and the potential of these tools in helping shape educational practice has been identified [3, 6-,9]. ...
... Populations of students entering higher education and health care professions are from diverse backgrounds and experiences (Coker & Pedersen, 2004;Manols et al., 2013). So, learning must be performed in accordance with the each students' individual characteristics and differences, learning speed and learning styles (Ekici, 2003). ...
The purpose of study is to determine the learning style preferences of nursing and medical students. Study sample included 221 nursing and medical students who study in prep and first class at a private university in Gaziantep. Study was relized with 193 students who were volunteer to participate in research. Data were collected by using “Information Form” and “How I Learn Inventory”. Results present that students have mainly Type I and Type IV learning styles; nursing students have mainly Type I (Spesific Sequential) and medical students have mainly Type IV (Spesific Simultaneous) learning style. According to the results, nursing students have well developed ability to derive information through direct, hand on experience; medical students have an experimental attitude and they need innovation and creativity in teaching-learning process. It can be suggested that faculty members consider learning styles and structure learning and teaching environments through these styles.
RESUMEN La presente investigación pretende explo-rar los estilos de aprendizaje de los estudian-tes de segundo semestre de los programas académicos de la Universidad Tecnológica de Bolívar y la posible relación de esta variable con el rendimiento académico. Los estilos de aprendizaje se constituyen en un amplio campo de estudio de la psicología aplicada a la educación que ha permitido contar con diversos instrumentos que dan cuenta de esas diferencias personales (actitudinales, motiva-cionales, cognitivas, entre otras) que se ponen en juego cuando tienen lugar las experiencias de aprendizaje y que de alguna manera se relacionan con los resultados académicos de los estudiantes, su desenvolvimiento en el aula y su disposición para el aprender. Se apli-co el Cuestionario Honey -Alonso de Estilos de Aprendizaje CHAEA a una población de 101 estudiantes, encontrándose un mayor nivel de preferencia por los estilos Activo, Teórico, Pragmático y una menor preferencia por el estilo Reflexivo. Se encontró una corre-lación positiva y significativa entre el estilo Teórico y el rendimiento académico. ABSTRACT This ongoing investigation intends to explore the different leaming styles of second semester students from the Universidad Tecnológica de Bolívar and the possible con-nection with their performance. The leaming styles were constituded in an extensive field of study of psychology applied to education which has allowed to have a variety of mate-rial to support the different leaming styles (acttitude, rnotivation, cognitive, arnong others). That we find during the leaming pro-cess and are related to the students final results, their classroom performance and their disposition towards leaming. The Honey questionnaire CHAEA was administered to 101 students finding a high level of preferen-ce for the active, theoretical and pragmatic style. A positive significant corre1ation was found between the theoretical style and the acadernic performance.
The bibliography contains references on experiential learning theory from 1971-2005. The updated list has 2276 entries. The bibliography gives a complete listing by author. The bibliography is in PDF and formatted in APA style. Many research studies listed in the bibliography can be accessed through research databases such
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.
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.
The Experiential Learning Model devised by Kolb proposes that learning is a cyclic process involving four kinds of abilities: that all normal adults possess and use abilities in all four modes; the level of these abilities and preferences for their use varies among individuals; individual learning style can be assessed through the use of the Learning Style Inventory (LSI). These propositions have important implications for human development and those responsible for it. A research programme to generate evidence of work-based coping behaviour among managers with which to assess the validity of the first three of these propositions is reported. Three versions of the LSI were administered (standard, elaborated and randomised) on a test-retest basis to a sample of adult participants in courses in management studies at Sunderland Polytechnic, and 130 usable results were obtained. The inventories were administered twice with an intervening period of six weeks during the 1984/85 academic year. Data analysis explored test-retest stability, internal consistency and factor identification. The apparent test-retest stability of groups masks considerable variation at the level of the individual. Changing the order of the items in the inventory brings a reduction in test-related and split-half correlations. The elaborated version of the inventory produced less reliable results than the standard and randomised versions, and the pattern of item associations was very difficult. Those who wish to use the LSI to classify individuals according to learning style should do so with care.
Attempted to supply test–retest reliability data for D. M. Smith and D. A. Kolb's (1986) revised version of Kolb's (1976) Learning Style Inventory. The original instrument was criticized for having weak stability coefficients. The revised instrument was administered to 26 undergraduates. Results indicate that efforts to strengthen the psychometric properties of the instrument have not improved and may have weakened the test–retest reliability. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated a revised version of the Learning Style Inventory (D. M. Smith and D. S. Kolb, 1986) that was initiated to improve psychometric properties such as test–retest reliability. Data suggest that the new instrument has no better stability coefficients than its predecessor. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this study the validity and reliability of the revised version of Kolb's (1985) Learning Style Inventory are investigated using the responses to the LSI2 of 187 Arts and Science students in an Australian university. Results indicate high internal consistency of the LSI2 scales and some evidence of validity. While, as predicted, four factors forming two bipolar dimensions were found for the Science subsample, for the Arts subsample Active Experimentation formed the anticipated bipolar dimension with Reflective Observation, but also with Concrete Experience and Abstract Conceptualisation. Higher mean scores for Arts students on Concrete Experience and for Science students on Active Experimentation conform to results obtained for the LSI1 (Kolb, 1976). Mean scores indicate no significant differences on the basis of gender, but students who completed the majority of their primary and secondary schooling in Asia scored higher means on Concrete Experience, which is possibly attributable to cultural influences upon learning styles.
-The Learning Style Inventow, based upon Kolb's experiential theory of learning, is intended to measure an individual's emphasis on each of four learning modes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC) , and Active Experimentation (AE) . Two primary dimensions (combination scores), AC-CE and AE-RO, categorize learners into four types, namely, the converger, diverger, accommodator, and assimilator. Test-retest reliabilities (31-day interval) for the four learning modes and two combination scores, derived from 50 U. S. students enrolled in foreign medical schools who participated in a 6-wk. basic medical sciences review course, were: Concrete Experience, .56; Reflective Observation, .52;
A study is reported which examined the reliability and validity of two measures of individual differences in learning, a short form of the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) and the Learning Style Inventory (Kolb, 1976). Both of these are short and easy to administer, making them attractive for use in the classroom. The Approaches to Studying Inventory was found to be a potentially useful measure: the predicted factors emerged, the scales were moderately reliable and those students adopting a deep approach to learning were more likely to be successful in their exams. The Learning Style Inventory, on the other hand, was relatively unreliable and the underlying factor structure did not correspond to what was predicted; there was, however, a correlation between scores on the active/passive dimension and academic success. It is concluded that the short form of the Approaches to Studying Inventory has some potential in assessing the learning styles of students, but that further refinement is required before it is adopted for general use.
23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.
To examine the learning styles of undergraduate athletic training students to determine their consistency in traditional classroom versus clinical settings.
Subjects completed the Learning Styles Inventory twice, once focusing on learning new information in the classroom and the other focusing on learning new information in the clinical setting. The order of focus regarding setting (classroom or clinical) was counterbalanced across subjects.
A total of 26 undergraduate athletic training students from a Committee on the Accreditation of Allied Health Education Programs accredited athletic training education program (16 women and 10 men; mean age, 24.42 +/- 6.44 years) who were currently assigned to a clinical practicum as part of their academic program served as subjects.
I performed 4 paired t tests, 1 for each learning mode, to determine if differences existed between the classroom and clinical settings. The percentage of respondents whose learning styles changed across settings was also calculated.
The paired t tests revealed a significant difference between the Reflective Observation and Active Experimentation modes across settings. In addition, 58% of respondents' learning styles changed according to setting focus.
It appears that learning styles do indeed shift, depending on the domain through which an individual is learning. Consequently, teaching strategies incorporated in 1 setting may not be equally effective in the other setting. Each learning setting should, therefore, be treated separately in order to accommodate individual learning styles and maximize learning achievement. Furthermore, if learning styles are to be considered when designing athletic training education, these findings indicate that in order to ensure the validity of the resulting learning style profile, it may be necessary to provide the respondent with a specific focus, either that of a classroom or clinical setting, before completing the Learning Styles Inventory.
Perspective-taking judgments of medication acceptance were studied for hypothetical mental health treatment scenarios. Three types of information were manipulated in all possible subsets: level of trust in the medication prescriber, severity of the hypothetical mental health condition being experienced, and the potential side effects of the medication. Subjects made judgments from four perspectives: self perspective and that of three other hypothetical people who were each said to place the most importance on one of the three cues. The results showed individual differences in self-reports of the relative importance of the cues which, in turn, predicted differences in judgment patterns. Subjects modified their cue use when making judgments from the perspectives of hypothetical others. The interaction patterns and rank orders of the perspective-taking judgments resembled the individual differences in judgments made from subjects’ own perspectives, but the perspective-taking judgments showed extreme effects of the most important cue. There was also some influence of subjects’ own perspectives on their perspective-taking judgments. When only a subset of the three cues was given, the judgment pattern depended on the importance of the cue that was omitted. The relative weight averaging model accounted for the judgments of only a minority of the subjects. Models which propose that subjects infer the value of missing information were also unsuccessful in explaining the data of the majority. Modifications of those models are proposed.