A Psychometric Analysis of Reliability and Validity of the Index of Learning Styles (ILS)

Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten

doi:10.5539/ijps.v7n3p46

Cited by 8 publications

(7 citation statements)

References 18 publications

(15 reference statements)

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“…According to results of the CFA study, 44-item four dimensional model of ILS did not present a model fit with the data at hand because of some items with insignificant t-values and very high error variances. Similarly, in another study which was conducted to reveal the soundness of the ILS for Arabic sample, the results of factor analysis was not promising (Al-Azawei et al, 2015). Actually, such results are expectable because of cultural differences and boost the need for developing original scales of learning styles specific for each culture.…”

Section: Discussionmentioning

confidence: 96%

The Construct Validity of Felder-Soloman Index of Learning Styles (ILS) for the Prospective Teachers

Çardak

Selvi

2016

Gaziantep University Journal of Social Sciences

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Learning style as one of the most important individual differences explains the features of individuals' learning process and defines the ways of their own learning. Among the various learning style indexes, the ILS of Felder-Soloman is one of the most preferred ones. Because the ILS was developed for engineering students, it is important to examine whether this instrument could be used for the students of faculty of education or not. In this study, it was aimed to test the construct validity of the ILS for the students of a faculty of education at Anadolu University in Turkey. According to the results of the Confirmatory Factor Analysis (CFA), the 44-item original structure of the ILS did not present a model fit with the data at hand. Indeed, the low reliability of one dimension of the scale showed that ILS could not be used as a valid and reliable scale for the participated prospective teachers.

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Section: Discussionmentioning

confidence: 96%

The Construct Validity of Felder-Soloman Index of Learning Styles (ILS) for the Prospective Teachers

Çardak

Selvi

2016

Gaziantep University Journal of Social Sciences

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“…Data were collected from 111 students across three faculties and two polytechnics in Misrata, Libya Kibasan and Singson (2016) Explored the learning styles of Faculty of Languages students at the University of Tripoli (Libya) and the differences in learning styles due to the students' demographics. The students' learning styles were assessed using the VARK questionnaire developed at Staffordshire University Al-Azawei et al (2015) Examined the reliability and validity of Felder and Silverman's (1988) ILS instrument using a sample of 259 engineering students at the University of Babylon in Iraq (continued) EJTD 45,4/5…”

Section: Reference Themementioning

confidence: 99%

“…It should be noted that a limited number of studies (Aljojo, 2012;Al-Azawei et al, 2015; have verified the reliability and validity of both the Arabic and English versions of the Felder-Silverman/Soloman ILS in Arabic contexts. Accordingly, more studies across multiple populations and disciplines and using a variety of verification methods are necessary to verify the reliability and validity of the ILS instrument in Arabic contexts.…”

Section: Learning Style Instrumentsmentioning

confidence: 99%

Learning style instruments in Arab countries: an analysis of existing literature

Yousef

2021

EJTD

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Purpose The purpose of this study is to examine learning style instruments used in Arab countries to measure higher education students’ learning styles, identify the most common instruments and determine whether the reliability and validity of these instruments have been verified in Arab contexts. Design/methodology/approach A comprehensive review of the existing literature using several databases and search engines. Descriptive statistics, such as frequencies and percentages were used to present the results. Findings There are only a few published studies related to learning styles in Arab countries, with the majority published between 2012 and 2016 using samples drawn from Saudi Arabia, the United Arab Emirates and Iraq. The most common learning style instrument is the Felder–Silverman/Solomon Index of Learning Styles. The reliability and validity of this instrument require further investigation. Research limitations/implications This study is not without limitations. First, it covers only publications in the English language. Second, the paper focuses on research involving higher education students. Third, only research that was available online was used in this study. Nonetheless, the findings have several implications for researchers, educators and human resource development managers. For researchers, this study highlights research gaps that need to be filled. It also serves as a basis for more analytical and in-depth studies. The data also helps educators become more informed about the learning style instruments commonly used in the Arab context and whether the results from these instruments are dependable. Human resource development managers can draw on these findings to choose instruments that have proven reliable and valid. Originality/value This study is the first attempt to examine learning style instruments used in Arab countries and to explore whether the reliability and validity of these instruments have been verified in Arab contexts. This paper is a useful contribution to research into learning styles and learning style instruments.

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“…A considerable number of studies investigating measurement dimensionality have been published over the past couple of decades in a number of disciplines (Brooke et al, 1988;McKnight et al, 2002;Yousef, 2003;Ong and Lai, 2007;Buitendach and Rothmann, 2009;Teo, 2010;Zula et al, 2010;Wang et al, 2011;Dodeen, 2013). Additionally, there are many studies which investigated the validity and the reliability of instruments designed to assess the learning styles of higher education students (Van Zwanenberg et al, 2000;Sadler-Smith, 2001;Duff and Duffy, 2002;Zywno, 2003;Felder and Spurlin, 2005;Klein et al, 2007;Litzinger et al, 2007;Al-Azawei et al, 2015;Simelane-Mnisi and Mji, 2015). Nonetheless, there is no research investigating the dimensionality of Lebcir et al's (2008) instrument, which given its potential utility in assessing all of teaching style, English language and communication skills, and assessment methods on the academic performance of non-English speaking tertiary students' in quantitative courses in business schools, is a hindrance in that it leaves uncertain how confident we should be in its use and results.…”

Section: Purposementioning

confidence: 99%

Evaluating the dimensionality of an instrument for measuring the factors affecting academic performance of international business students in project management modules

Yousef

2019

JIEB

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Purpose This study aims to evaluate the dimensionality of an instrument developed by Lebcir et al. to measure the impact of teaching style, English language and communication skills and assessment methods on the academic performance of international business students in project management modules. Design/methodology/approach Data were collected from two independent samples drawn from the United Arab Emirates (UAE); the first sample consisted of 581 undergraduate business students from a public higher education institution, while the second sample consisted of 188 undergraduate business students from a private higher education institution. Confirmatory factor and principal component analyses were employed; additionally, Cronbach’s alpha was used to test the internal consistency of the instrument. Findings The results showed that for both samples, the validity of measurement of all three factors by Lebcir and colleagues instrument was not confirmed. Therefore, caution should be taken when using this instrument, at least in Arab settings. Research limitations/implications The present study has a number of limitations. The statistical techniques used in the present study might not be sufficient to judge the validity of Lebcir et al.’s (2008) instrument. For example, test-retest technique could be used to test the reliability of this instrument. This study has a number of implications, one of which is that those administrators who intend to use the recommendations of research works based on the three factors of Lebcir et al.’s (2008) instrument in Arab settings should be cautious, as such recommendations might be misleading in such settings. Originality/value The present study is the first attempt to validate Lebcir et al.’s instrument in an Arab setting.

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A Psychometric Analysis of Reliability and Validity of the Index of Learning Styles (ILS)

Cited by 8 publications

References 18 publications

The Construct Validity of Felder-Soloman Index of Learning Styles (ILS) for the Prospective Teachers

The Construct Validity of Felder-Soloman Index of Learning Styles (ILS) for the Prospective Teachers

Learning style instruments in Arab countries: an analysis of existing literature

Evaluating the dimensionality of an instrument for measuring the factors affecting academic performance of international business students in project management modules

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