Evidence for a Common Multi-Modal Learning Style in Young Adults? A Psychometric Investigation of Two Modality-Specific Learning Style Inventories
Bibliographic Data
| ID | 22165984 |
|---|---|
| Authors | Karoline Aslaksen (Norwegian University of Science and Technology), Monika Haga (0000-0002-3198-4351, Norwegian University of Science and Technology), Hermundur Sigmundsson (0000-0003-2333-5711, Reykjavík University), Håvard Lorås (0000-0003-4768-5580, Norwegian University of Science and Technology, corresponding author) |
| Year | 2020 |
| Volume | 5 |
| Publication date | 2020-04-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2020.00040 |
| OpenAlex | W3017909272 |
| Language | EN |
| Citations received | 4 |
| References cited | 75 |
A well-known hypothesis amongst educators and the general public is that matching instructional method with an individual’s modality-specific learning style improves learning. Several critical reports in the past decade, however, have shown that the psychometric properties of the inventories applied to establish learning styles have been poorly validated. Furthermore, theoretical development has challenged the theoretical basis for the modality-specific learning style model. Thus, the aim of the current study was to examine the psychometric properties and relationship between, two learning style inventories: the Barsch Learning Style Inventory and the Learning Style Survey. University students (n = 242) completed the two inventories, and their responses were subjected to confirmatory and exploratory factor analysis, as well as analysis of inter-item agreement (internal consistency). The results failed to support the expected three-factor measurement model and thus indicated questionable reliability and factorial validity of the two inventories. Analysis of inter-correlations between factors from the two inventories resulted in a one-factor solution explaining up to 40% of the variance, which is discussed as emerging through an overall multimodal learning style
Cognitive psychology · Confirmatory factor analysis · Developmental psychology · Exploratory factor analysis · Learning styles · Machine learning · Mathematics education · Psychometrics · Statistics · Structural equation modeling · Applied Psychology · Computer Science · Creativity in Education and Neuroscience · Learning Styles and Cognitive Differences · Mathematics · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology · Artificial Intelligence
Human Memory
Starting at the Beginning
Statistics notes
Internal Consistency, Retest Reliability, and Their Implications for Personality Scale Validity
Neuroscience and education
Structural equation modelling
Neuromyths in Education
Uses and abuses of coefficient alpha.
Neural activity predicts individual differences in visual working memory capacity
Levels of processing
A Rationale and Test for the Number of Factors in Factor Analysis
Common method biases in behavioral research
Sample size in factor analysis.
Power analysis and determination of sample size for covariance structure modeling.
Making sense of Cronbach's alpha
The Reliability and Classification Stability of the Learning Style Inventory in Corporate Settings
Variability and Prediction of Measurement Error in Kolb’s Learning Style Inventory Scores a Reliability Generalization Study
Attempted Validation of the Scores of the Vark
An Objective Counterpart to the Visual Scree Test for Factor Analysis
Exploratory Factor Analysis With Small Sample Sizes
The construct validity of one learning styles instrument
The Learning Style Preferences of ESL Students
Coefficient alpha and the internal structure of tests
Significance tests and goodness of fit in the analysis of covariance structures
The Scree Test For The Number Of Factors
Comparative fit indexes in structural models
Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications
Learning Styles
Perceptual Learning Style Matching and L2 Vocabulary Acquisition
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |