Date of Award:

5-1997

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Lani Van Dusen (Committee Co-Chair), Xitao Fan (Committee Co-Chair)

Committee

Lani Van Dusen

Committee

Xitao Fan

Abstract

Learning style refers to the cognitive, physiological, emotional, environmental, sociological, and perceptual manner in which people learn. In order to provide students with an optimal learning environment, it is necessary to match instruction with students' learning style. To do this, student learning style must be assessed by a learning style instrument.

Of the learning style instruments that are currently available, most do not have much evidence of reliability and validity. Additionally, evidence that does exist is weak. Therefore, more psychometric data are needed regarding these instruments. This study provided psychometric evidence for six popular learning styles instruments, including the Learning Style Inventory, the Productivity Environmental Preferences Survey, the Learning Styles Profile, the Grasha-Riechmann's Student Learning Style Scale, the Edmonds Learning Style Identification Exercise, and the Group Embedded Figures Test.

Test-retest reliability was found to be good for the Group Embedded Figures Test and moderate for all other instruments. Internal structure validity of the instruments was good, indicating that the instruments do measure unique learning style constructs. However, convergent and discriminant validity evidence indicates that the instruments either do not measure the same constructs, or measure the learning style constructs in different ways.

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