Learning Style Scales: a valid and reliable questionnaire

Abdollahimohammad, Abdolghani; Jaafar, Rogayah

doi:10.3352/jeehp.2014.11.22

Cited by 11 publications

(12 citation statements)

References 4 publications

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“…A high preference for working with peers may also indicate independence of the teachers [ 9 ], but dependence on peers or external motivators [ 8 ]. The sociable students, perhaps, were aural learners [ 3 ], who gain information through discussions and listening to explanations. However, the solitary students effectively learned new material when they studied alone.…”

Section: Discussionmentioning

confidence: 99%

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Learning style preferences of nursing students at two universities in Iran and Malaysia

Abdollahimohammad

Jaafar

2014

J Educ Eval Health Prof

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Purpose:Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods:A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results:A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion:There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

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Section: Discussionmentioning

confidence: 99%

“…The items range on a six-point Likert-type scale from strongly disagree ‘1’ to strongly agree ‘6’ without a neutral point. The Cronbach’s alpha was over 0.70 for all subscales [ 3 ]. The raw scores were standardized to T-scores.…”

Section: Methodsmentioning

confidence: 99%

Learning style preferences of nursing students at two universities in Iran and Malaysia

Abdollahimohammad

Jaafar

2014

J Educ Eval Health Prof

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“…Solitary students tend to learn and study alone. In contrast, sociable students tend to learn and study in groups [ 2 ]. Students who reported large PD and small PD values were found to be more inclined towards the sociable and solitary learning styles, respectively.…”

Section: Discussionmentioning

confidence: 99%

“…The minimum required sample size was 113 [ 1 ]. Data were collected using two reliable and validated questionnaires: the Learning Style Scales (LSS) [ 2 ] and the Values Survey Module 2008 (VSM 08) [ 3 ]. The LSS is a 22-item inventory with five subscales corresponding to the perceptive, solitary, analytic, competitive, and imaginative learning styles.…”

Section: Methodsmentioning

confidence: 99%

Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia

Abdollahimohammad¹,

Jaafar²

2015

J Educ Eval Health Prof

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Purpose:The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics.Methods:A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08.Results:The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05).Conclusion:Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.

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“…In addition, if the corrected itemtotal correlation is >0.30, it indicates homogeneity between each item and total inventory score. Values <0.30 indicate that a particular item correlates poorly with the overall scale (Abdollahimohammad & Ja'afar, 2014). In this tool, all the items…”

Section: Inter-observer Reliabilitymentioning

confidence: 99%

Adaptation and Validation of the Tamil (Sri Lanka) Version of the Montreal Cognitive Assessment (MOCA)

Coonghe

Fonseka²,

Sivayokan

et al. 2019

Kalyani: J. Univ. Kelaniya

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The study aimed to develop the Tamil (Sri Lanka) version of the Montreal Cognitive Assessment (MoCA) and investigate its reliability and validity as a brief screening tool for mild cognitive impairment (MCI). Tamil-speaking Sri Lankan older adults with normal cognition and MCI were recruited from a neurology clinic. Adaptation of the English MoCA to the Tamil (Sri Lanka) involved contextspecific content modification and translation. The content validity, reliability, sensitivity, and specificity of the tool were evaluated. Study participants were 184 older adults, comprising 85 with normal cognition and 99 neurologist-diagnosed MCI. The tool had high internal consistency (Cronbach's alpha=0.83). ROC curve analyses showed an area under the curve of 0.87 (95% CI 0.83-0.91) for detecting MCI. The optimal cutoff score for detection of MCI was 23/24, yielded a sensitivity and specificity of 84.7% and 76.4%, respectively. The Tamil (Sri Lankan) version of the MoCA maintains its core diagnostic properties rendering

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Learning Style Scales: a valid and reliable questionnaire

Cited by 11 publications

References 4 publications

Learning style preferences of nursing students at two universities in Iran and Malaysia

Learning style preferences of nursing students at two universities in Iran and Malaysia

Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia

Adaptation and Validation of the Tamil (Sri Lanka) Version of the Montreal Cognitive Assessment (MOCA)

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