Reliability and Construct Validity of Alternate Forms of the Learning Style Inventory

Abstract

Learning style assessment provides a framework within which individual differences for specific ways of learning can be described. Kolb's Learning Style Inventory has been used to assess learners' preferences for specific phases of an experiential learning cycle. This study was designed to determine the reliability and construct validity of an alternate form of the Learning Style Inventory using a semantic differential format. Results of this study suggest that the alternate form was reliable and construct valid. In addition, they indicate that this alternate form might be more reliable than a previously presented Likert-type normative form.

Effects of Learning Style and Training Method on Computer Attitude and Performance in World Wide Web Page Design Training

“…Despite its popularity, the LSI has been hampered by the poor psychometric performance, particularly poor internal consistency, reliability, stability, and construct validity of scores [e.g., [31][32][33][34][35]. Nevertheless, Hickcox reviewed ELT from 1971-1991, analyzed eighty-one studies in the helping professionals, medical professions, education, higher education, accounting, and business-fifty of the studies supported ELT versus thirty-one studies showing partial or no support [36].…”

Quantity food production text and cognitive evaluation device development

“…Parallel to this testing, it is necessary to determine if these adults' learning styles correlate to the effectiveness of the teaching method employed. In addition, this research may validate the relationships between learning style and instructional technique used by Kolb (1976), Marshall and Merritt (1985), Hsu (1989), Cole (1988), and Paulson (1987). Paulson (1987) and Cole (1988) used two forms of self-directed instructional methods, programmed self-instruction and simulation, with samples from a population of Hotel, Restaurant, and Institution Management (HRIM) students similar to the target population of this research.…”

“…The development of the QFPS guide, a component of the broader study course, and the investigation of how a student's learning style is related to the effectiveness of the self-directed format became the focus of the current study. The six selected chapters of the study guide, Marshall and Merritt's (1985) LSQ, and relevant demographic characteristics were selected for investigation and several research questions were formulated.…”

“…Does a significant relationship exist between cognitive gain, as measured by the cognitive achievement test, and time spent reading and studying the QFPS guide? In addition, do any significant relationships exist between and/or among cognitive gain, respondents' learning styles, learning style transformation dimension (AE-RO scores), and learning style prehension (AC-AE scores) as measured by Marshall and Merritt's (1985) LSQ? 3.…”

“…The purpose of the research was to develop a quantity food preparation study (QFPS) guide and a cognitive achievement pre-and posttest for foodservice supervisors in accordance with a table of specifications for cognitive content compiled from the cognitive levels of related topics in existing HRIM quantity food production and food science texts. In addition, learning styles of these adult self-directed students were measured using Marshall and Merritt's (1985) LSQ for the purpose of investigating relationships that might assist in future development of effective institutional methods and cognitive test instruments.…”