A Study of the Reliability and Validity of Felder-Soloman Index of Learning Styles in Mandarin Version

Wang, Jingyun; Mendori, Takahiko

doi:10.1109/iiai-aai.2015.284

Cited by 7 publications

(10 citation statements)

References 10 publications

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“…Each dimension is further allocated in contradicting learning style. The validity of the ILS has been reported by various studies [4]- [9]. Each bipolar characteristic in terms of teaching styles is briefly described as follows:…”

Section: A Felder-soloman Index Of Learning Stylesmentioning

confidence: 99%

Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

Mirza¹,

Khurshid²,

Sohail³

et al. 2021

IJIET

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There is a continuous debate on the validity of learning styles in literature. Several models have been proposed for the learning styles, corresponding to the psychometric assessment instrument. Among these models, Felder-Silverman model is widely used by educators to identify the learning styles of the engineering students. The instrument that measures the learning styles is the index of learning style (ILS). This study focuses to identify the validity and reliability of the ILS instrument for middle school students (N=260). This includes internal consistency reliability and construct validity report of the ILS. As a result of the study, the reliability of the instrument was established, however, it was found that there were cross loadings in the 14-factor solution and the 4-factor solution. Thus, the instrument validity for secondary grade students was not established.

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Section: A Felder-soloman Index Of Learning Stylesmentioning

confidence: 99%

Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

Mirza¹,

Khurshid²,

Sohail³

et al. 2021

IJIET

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“…In the dimension of reception, visual learners prefer information in the form of diagrams, flow charts, pictures, or films, whereas verbal learners prefer information that is presented in writing. In the dimension of understanding, sequential learners use a logically linear approach to gain understanding, whereas global learners need a comprehensive understanding of the topic before mastering details (Felder & Silverman, 1988; Wang & Mendori, 2015). Today, FSLSM is widely used in technology-enhanced learning systems (Latham, Crockett, & McLean, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A meta-analysis by Felder and Spurlin (2005) indicates that the internal consistency reliability coefficient of the ILS scale is between .41 and .76 (only one study has a reliability of less than .50 in the indicator of sequential/global learning). The ILS has been translated into a Mandarin version and shows acceptable internal consistency reliability that is within the range of .51 to .64 (Wang & Mendori, 2015).…”

Section: Instrumentsmentioning

confidence: 99%

Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment

Huang

Luo

Yang

et al. 2019

Journal of Educational Computing Research

111

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The purpose of this study was to investigate the relationship among Taiwanese high school students’ learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students’ learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.

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“…This was achieved by using the command 'data' ˃ select cases ˃ 'random sample of cases' ˃ 'sample' ˃ 'sample size' '% all cases. A questionnaire adapted from Felder-Silverman Model [17] designed to assess the preference of the students on four learning areas: preferred way of perceiving information-the intuitive/sensing learners, preferred processing of information-the active/reflective learners, preferred receiving Chanel of information-the visual/verbal learners and preferred progressing to understanding the global and sequential learners was used to collect data. The data collected using learning style questionnaires were analysed in General Linear Model in SPSS windows using the command 'Analyse' ˃ 'General Linear Model'˃ 'Univariate or Multivariate' ˃ 'Model' ˃ 'full factorial' ˃ 'Option' ˃ 'Display descriptive statistics' ˃ 'Observe power' ˃ 'Continue' ˃ 'Post hock' ˃ 'Tukey' ˃ 'Continue' ˃ Ok.…”

Section: Methodsmentioning

confidence: 99%

“…On the other hand, Wang and Mendori [17] classifies learners into four paired types of learning styles and strategies as active and reflective learners, sensing and intuitive learners, visual and verbal learners, and sequential and global learners. However, Janet [18] adds an aspect of kinaesthetic learning style a subgroup of sensing learning style.…”

Section: Literature Reviewmentioning

confidence: 99%

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

Kaitho¹

2019

JAEP

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The purpose of this study was to determine the different preferred learning styles of secondary school students in Nairobi County. The study was based on Felder Learning Style Theory and Keirsey personality learning styles theory. A purposive sample of 1,317 Form Two Students in private and public schools, 659 students were randomly selected for the study. The reliability of the treatment questionnaire in the pilot study was estimated using Pearson's Correlation method and yielded a reliability coefficient of .723 which was high enough to judge the instrument as reliable. The collected data was analysed with the aid of the Statistical Package for Social Sciences (SPSS) version 22. Data were described and summarized using percentages, and means. Univariate Analysis of Variance (ANOVA) of students' preferred learning styles showed significant differences in preference to visual and verbal learning styles in receiving of information F (1,653) = 6.42, p = .012; in intuition and sensing learning styles in perception of information F (1,653) = 9.77, p = .011; in preference to visual and verbal categories of learning styles in receiving of information F (1,653) = 6.42, p = .012; and in preference to sequential and global learning styles in order of progressing the processing of information F (1,653) = 6.10, p = .014. The study recommends that the ministry of education science and technology ensure facilitation is done to enable teachers to detect the learning styles to use in a different setting.

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A Study of the Reliability and Validity of Felder-Soloman Index of Learning Styles in Mandarin Version

Cited by 7 publications

References 10 publications

Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment

Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya

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