LPPP 1113: FOUNDATION OF EDUCATION 1

SEMESTER II 2015/2016

TITTLE OF ASSIGNMENT:
ASSIGNMENT
MEASUREMENT OF STUDY SKILL AND LEARNING SKILL

NAME OF LECTURER:
DR.BAHARIN ABU

STUDENT NAME:
NURMALA BINTI JAMALUDIN
I/C: 850415-01-5062
MATRIC NO: MPP 151021
NO TEL: 012-7696177
DATE: 28 APRIL, 2016

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 CONTENT

NO TITLE PAGE
1 PART A: INTRODUCTION TO STUDY SKILL 3
2 THE MEASUREMENT: 4
MOTIVATION STRATEGIES FOR LEARNING
QUESTIONAIRES
3 STUDY HABIT 5
4 LEARNING AND STUDY STRATEGIES INVENTORY 6
5 STUDENT ATTITUDE SURVEY 7
6 PART B: INTRODUCTION TO LEARNING STYLES
7 THE MEASUREMENT:
VAK LEARNING STYLES
8 KOLB LEARNING STYLES
9 HONEY AND MUMFORD LEARNING STYLES
10 CARL JUNG AND MYERS BRIGGS TYPE INDICATOR
11 HOWARD GARDNER MULTIPLE INTELLIGENT
12 RICHARD FELDER AND SILVERMAN LEARNING
STYLES
13 CONCLUSION
14 REFERENCES
15 APPENDICES

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INTRODUCTION ON STUDY SKILL

Study skills are the ability to manage time and allocate other resources in accordance with the
demands of the academic tasks, ability to organize, summarize, and integrate material. It is
assume essential for acquiring good grades, and useful for learning throughout one's life. We can
see that many students fail in the examinations simply because they lack study skills.

In other words, study skills are an array of skills which tackle the process of organizing and
taking in new information, retaining information, or dealing with assessments. These
include mnemonics, which aid the retention of lists of information; effective reading;
concentration techniques and efficient note taking.

There are many resouces provided such as books and websites, from works on specific
techniques such as Tony Buzan's books on mind-mapping, to general guides to successful study
such as those by Stella Cottrell and Understanding Examination Techniques and Effective study
Strategies by Respicius Rwehumbiza.

As a whole study skill can be termed as any skill which boosts a person's ability to study, retain
and recall information which assists in and passing exams and this could include time
management and motivational techniques.

Besides that, study skills are discrete techniques that can be learned, usually in a short time, and
applied to all or most fields of study. To put in a nutshell they must therefore be distinguished
from strategies that are specific to a particular field of study e.g. music or technology, and from
abilities inherent in the student, such as aspects of intelligence or learning styles.

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THE TYPE OF STUDY SKILL MEASUREMENT

1) MOTIVATION STRATEGIES FOR LEARNING QUESTIONAIRES

In the early 1980s, Bill McKeachie and Paul Pintrich at the University of Michigan began to
developing a tool for assessing students motivation and learning strategies with the ultimate goal
of helping students improve learning (Duncan & McKeachie, 2005). Pintrich and De Groot
(1990) performed one of the first empirical studies using the MSLQ. The purpose of their
correlational study was to examine the relationships between motivation, self-regulated learning,
and classroom academic performance for 173 seventh graders. The researchers administered a
MSLQ that consisted of five sub-scales, including: task value, self-efficacy, test anxiety, self-
regulation, and cognitive strategy use. The focus on their first research question concerned the
relationships between these variables, and their results were as expected. Specifically, higher
levels of self-efficacy (r = .33) and task value (r = .63) were correlated with higher levels of
cognitive strategy use. Additionally, higher levels of self-efficacy (r = .44) and task value (r = .
73) were correlated with higher levels of self- regulation. Test anxiety was not associated with
either cognitive strategy or self-regulation (Pintrich & De Groot, 1990). Their second research
question concerned how these same variables related to student performance, as measured by
final course grades, exams and quizzes, essays and reports, and seatwork. In general, higher
levels of intrinsic value and self-efficacy were associated with higher levels of student
achievement across all performance variables, while test anxiety was negatively correlated with
grades on all performance measures except seatwork. Finally, higher levels of cognitive strategy
use and self-regulation were correlated with higher levels of achievement on all performance
measures (Pintrich & De Groot, 1990). Ultimately, results from their study provided an
empirical base for the specification and elaboration of the theoretical linkages between individual
differences in students motivational orientations and their cognitive engagement and self-
regulation in a classroom setting (Pintrich & De Groot, 1990, p. 37). Additionally, their study
laid the groundwork for future use of the MSLQ in research on motivation and self-regulation.

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THE MSLQ QUESTIONAIRES

The MSLQ, based on a general cognitive view of motivation and learning strategies, contains
two sections such as motivation section consists of 31 items that assess students' goals and value
beliefs for a course. The learning strategies section includes 31 items regarding students' use of
different cognitive and metacognitive strategies and 19 items concerning student management of
different resources.

The Motivated Strategies for Learning Questionnaire (MSLQ) is a self-report instrument

designed to assess college students' motivational orientations and their use of different learning
strategies for a college course..

All the scales are based on a seven point scale. Although some items were worded negatively, we
have reversed these questions so that in general, a higher score such as a 4, 5, 6, or 7 is better
than a lower score like a 1, 2, or 3. The only exception is the test anxiety scale, where a high
score means more worrying. In general, if your scores are above 3, then you are doing well. If
you are below 3 on mete than six means you are not doing well. (Refer to appendices 1)

2) STUDY HABIT QUESTIONAIRES

There are 6 segments in these questionnaires that consist of 51 items. The segments are text
book, note taking, memory, test preparation, concentration and time management. This
questionnaire is to measure study skill efficacy. You need to tick which each item that describe
you the best. For each statement, find the point value for each of your responses and place it on the line
next to the corresponding statement number below. Next, total each of the columns to determine your
study skills efficacy score. The points are for almost always (5 points), more than 1/2 of the time (4
points), about 1/2 of the time (3 points), less than1/2 of the time (2 points) and almost never (1
point). The descriptions as below (Refer to appendices 2):
For textbook if your skills score Less than a score of 30 suggests changes in textbook reading
skills are likely to increase your grades.
For notetaking if your skills score less than a score of 20 suggest changes in notetaking skills are
likely to increase your grades.
For memory if your skill score is less than a score of 30 suggests changes in memory skills are
likely to increase your grades.

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 Test preparation if your skill is less than a score of 40 suggests changes in test preparation skills
are likely to increase your grades.
For concern if your skill score is less than a score of 35 suggests changes in concentration skills
are likely to increase your grades.
For time management is the skills score is Less than a score of 20 suggests changes in time
management skills are likely to increase your grades.

3) LASSI QUESTIONAIRES

The LASSI is a 10-scale and 60-item assessment (see appendices 3). Focus on students' awareness about
and the use of learning and study strategies related to skill, will and self-regulation components of
strategic learning. This questionnaire also focus on both covert and overt thoughts, behaviors, attitudes
and beliefs that relate to successful learning and that can be altered through educational interventions.
Many research has shown that these factors contribute significantly to success in college and that they
can be learned or enhanced through educational interventions such as learning and study skills courses.
One of the previous study investigated the relationship between students individual study and learning
styles with their performances in an online Research Methods class. At the beginning of the semester the
learning and Study Strategies Inventory (LASSI) measured each students study and learning styles on ten
scales.
The students LASSI scores were later correlated to their total class points, and grades on exams,
projects, and assignments. The result show that five of the LASSI scales had significant correlations with
at least one aspect of the course assessment in which the strongest correlation was found between time
management skills and the final grade. Besides that, the ability to effectively use study aids was
significant in the students performance on the final grade, the final exam and all activities outside exams
(journal reports and chapter assignments).

There are three component involved in Lassi questionaires:

Skill Component of Strategic Learning
One of the LASSI scales related to the skill component of strategic learning are such as involved
information processing, selecting main ideas and test strategies. These scales also examine students'
learning strategies, skills and thought processes related to identifying, acquiring and constructing meaning
for important new information, ideas and procedures, and how they prepare for and demonstrate their new
knowledge on tests or other evaluative procedures.

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 The Will Component of Strategic Learning
The LASSI Scales also related to the will component of strategic learning that involved Attitude,
Motivation and Anxiety. These scales measure students' receptivity to learning new information, their
attitudes and interest in college, their diligence, self-discipline, and willingness to exert the effort
necessary to successfully complete academic requirements, and the degree to which they worry about
their academic performance.

The Self-regulation Component of Strategic Learning

Lastly, the LASSI Scales also related to the self-regulation component of strategic learning are such as
Concentration, Time Management, Self-Testing and Using Academic Resources. These scales can
measure how students manage, or self-regulate and control, the whole learning process through using
their time effectively, focusing their attention and maintaining their concentration over time, checking to
see if they have met the learning demands for a class, an assignment or a test, and using study supports
such as review sessions, tutors or special features of a textbook.

The Use of Lassi:

A basis for improving all studentss learning and study strategies.
A diagnostic measure to help identify areas in which students could benefit most from
educational interventions.
A counseling tool for college orientation programs, developmental education programs, learning
assistance programs, and learning centers.
A pre-post achievement measure for students participating in programs or courses focusing on
learning strategies and study skills.
An evaluation tool to assess the degree of success of intervention programs or courses. The
LASSI is easily administered and scores and their interpretations are automatically generated.

4) SAS QUESTIONAIRES

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The Student Attitude Survey (SAS) explores students deeply held beliefs about mathematics and learning
of mathematics, as well as their propensity for sharing private thinking. The survey consists of 27 items,
and respondents are asked to report the extent to which they agree or disagree with each statement on a
scale from 0 (Strongly Disagree) to 4 (Strongly Agree). Then, the participants responded to on a
Likert-type scale ranging from 1 Strongly Disagree to 7 Strongly Agree. (see appendices 4).

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Introduction

A learning style can be defined as student's consistent way of responding to and using stimuli in the
context of learning. Keefe (1979) defines learning styles as the composite of characteristic cognitive,
affective, and physiological factors that serve as relatively stable indicators of how a learner perceives,
interacts with, and responds to the learning environment. Stewart and Felicetti (1992) define learning
styles as those educational conditions under which a student is most likely to learn. Thus, learning
styles are not really concerned with what learners learn, but rather how they prefer to learn. Learning style
is defined by Kolb (Smith & Kolb, 1996) as how a person deals with ideas and day-to-day situations.
The literature basically indicates that there is wide acceptance of the concept of learning styles and there
is even a study proving learning styles (Thompson-Schill, Kraemer, Rosenberg, 2009), however, there is
disagreement on how to best measure learning styles (Coffield, Moseley, Hall, Ecclestone, 2004).
Learning profession has recognized the need for innovative instructional activities that relate to the
diverse learning styles of learners. Most researchers agree that we do have various learning styles and
preferences, however, the research tends to agree that it is relatively unimportant when designing learning
programs. Rather it is far more important to match the presentation with the nature of the subject, such as
providing correct learning methods, strategies, and context; rather than matching individual preferences
(Coffield, et. al., 2004).

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Type of Learning Style measurement

1) Visual, Auditory, and Kinesthetic Learning Styles (VAK)

The founder of VAK learning style is Neil Fleming. The VAK learning style uses the three
main sensory receivers such as visual, auditory, and kinesthetic (movement) to determine the
dominant learning style. It is also known as VAKT (Visual, Auditory, Kinesthetic, & Tactile).
It is based on modalities channels by which human expression can take place and is composed
of a combination of perception and memory.

VAK is derived from the accelerated learning world and it became most popular model
nowadays due to its simplicity. While the research has shown a connection with modalities
and learning styles (University of Pennsylvania, 2009), the research has so far been unable to
prove the using one's learning style provides the best means for learning a task or subject.
This is probably because it is more of a preference, rather than a style.

Learners use all three modalities to receive and learn new information and experiences.
According to the VAK or modality theory, one or two of these receiving styles is normally
dominant. This dominant style defines the best way for a person to learn new information by
filtering what is to be learned. The learner may prefer one style of learning for one task, and a
combination of others for a different task. We need to present information using all three
styles. This allows all learners the opportunity to become involved, no matter what their
preferred style may be.

While there is some evidence for modality specific strengths and weaknesses (Rourke, et al.
2002), what has not been established is matching the instructional style to individual learning
strength improves their learning abilities. For example, one study (Constantinidou and Baker,
2002), found that visual presentation through the use of pictures was advantageous for all
adults, irrespective of a high or low learning-style preference for visual images. Indeed, it was
especially advantageous for those with a strong preference for verbal processing.

There are three learners involved in VAK or VARK:

For auditory learners, they often talk to themselves. They also may move their lips
and read out loud. They may have difficulty with reading and writing tasks. They often
do better talking to a colleague or a tape recorder and hearing what was said. For them
they begin new material with a brief explanation of what is coming. Conclude with a summary of

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 what has been covered. This is the old adage of tell them what they are going to lean, teach
them, and tell them what they have learned. They also use the Socratic method of lecturing by
questioning learners to draw as much information from them as possible and then fill in the gaps
with you own expertise. The auditory activities, such as brainstorming, buzz groups, or Jeopardy.
Leave plenty of time to debrief activities. This allows them to make connections of what they
leaned and how it applies to their situation. The learners verbalize the questions and develop an
internal dialogue between yourself and the learners.

For visual learners, they have two sub-channels such as linguistic and spatial in
which learners who are visual-linguistic like to learn through written language, such as
reading and writing tasks. They remember more for what has been written down, even
if they do not read it more than once. They usually like to write down directions and
pay better attention to lectures if they watch them. In other hands, learners who
are visual-spatial usually have difficulty with the written language and do better with
charts, demonstrations, videos, and other visual materials. They can easily visualize
faces and places by using their imagination and seldom get lost in new surroundings.
They often used graphs, charts, illustrations, or other visual aids. They also include outlines,
concept maps, agendas, handouts, etc. for reading and taking notes as well as include plenty of
content in handouts to reread after the learning session. Beside that they leave white space in
handouts for note-taking, invite questions to help them stay alert in auditory environments, post
flip charts to show what will come and what has been presented, emphasize key points to cue
when to takes notes, eliminate potential distractions, supplement textual information with
illustrations whenever possible, have them draw pictures in the margins and the learners envision
the topic or have them act out the subject matter.

For kinesthetic learners, they do best while touching and moving. It also has two sub-
channels such as kinesthetic (movement) and tactile (touch). They tend to lose
concentration if there is little or no external stimulation or movement. When listening
to lectures they may want to take notes for the sake of moving their hands. When
reading, they like to scan the material first, and then focus in on the details (get the big
picture first). They typically use color high lighters and take notes by drawing
pictures, diagrams, or doodling. Some of this behavior they do such as u se activities that
get the learners up and moving, play music, when appropriate, during activities, use colored
markers to emphasize key points on flip charts or white boards, give frequent stretch breaks

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 (brain breaks),provide toys such as Koosh balls and Play-Dough to give them something to do
with their hands.

The measurement of VAK

In VAK questionnaires, there are 30 item in which they need to choose the answer only one from A to C
(see appendices 5). Then, they need to total up how much they get A, B or C from each questions. If they
chose mostly As they have a VISUAL learning style. If they chose mostly Bs they have an AUDITORY
learning style. If they chose mostly Cs they have a KINAESTHETIC learning style. Below is the
description:

Visual learning style has a preference for seen or observed things, including pictures, diagrams,
demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as
show me, lets have a look at that and will be best able to perform a new task after reading the
instructions or watching someone else do it first. These are the people who will work from lists
and written directions and instructions.
Auditory learning style has a preference for the transfer of information through listening: to the
spoken word, of self or others, of sounds and noises. These people will use phrases such as tell
me, lets talk it over and will be best able to perform a new task after listening to instructions
from an expert. These are the people who are happy being given spoken instructions over the
telephone, and can remember all the words to songs that they hear!
Kinaesthetic learning style has a preference for physical experience - touching, feeling, holding,
doing, practical hands-on experiences. These people will use phrases such as let me try, how do
you feel? and will be best able to perform a new task by going ahead and trying it out, learning
as they go. These are the people who like to experiment, hands-on, and never look at the
instructions first!

The description of people with visual learner such as they are holistic rather than reductionist, they want
the whole picture as well as they do not like handouts, words, lectures, textbooks or assessment that hinge
on word usage, syntax and grammar. For audio learner they prefer to have this entire page explained to
them, the written words seem are not as valuable as those they hear and they will probably go and tell
somebody about this. Besides that for kinesthetic learner, they want to experience the exam so that they
can understand it, the ideas on this page are only valuable if they sound practical, real and relevant to
them and they need to do things to understand.

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This instrument is suitable for all ages. The purposes of this instrument to be administered to describe the
suitable learning style that best suit for the learner especially.

2) Kolb Learning Styles

David Kolb is the founder for Kolb Learning style. According to him, learning is the process whereby
knowledge is created through the transformation of experience. Knowledge results from the combination
of grasping experience and transforming it, Kolb (1984). Kolb proposes that experiential learning
has six main characteristics such as learning is best conceived as a process, not in terms of outcomes,
it is a continuous process grounded in experience, it requires the resolution of conflicts between
dialectically opposed modes of adaptation to the world (learning is by its very nature full of tension and it
is a holistic process of adaptation to the world. Kolb's learning theory sets out four distinct learning
styles, which are based on a four-stage learning cycle. In this respect, Kolb's model differs
from others since it offers both a way to understand individual learning styles, which he
named the "Learning Styles Inventory" (LSI), and also an explanation of a cycle
of experiential learning that applies to all learners. Raschick, Maypole, and Days (1998)
research also examined social work field instruction.

Kolb Learning style questionaires

This questionnaire is basically to find out our preferred learning style(s). In order to complete these
questionnaires there is no time limit (see appendices 6). There is no right or wrong answers. If you agree
more than you disagree with a statement put a tick by it and if you disagree more than you agree put a
cross by it. Be sure to mark each item with either a tick or cross.

Below is the description for the answer that you tick:

Activists
Activists involve themselves fully and without bias in new experiences. They enjoy the here and now and
are happy to be dominated by immediate experiences. They are open-minded, not skeptical, and this tends
to make them enthusiastic about anything new. Their philosophy is: 'I'll try anything once'. They tend to
act first and consider the consequences afterwards. Their days are filled with activity. They tackle
problems by brainstorming. As soon as the excitement from one activity has died down they are busy
looking for the next. They tend to thrive on the challenge of new experiences but are bored with
implementation and longer term consolidation. They are gregarious people constantly involving

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themselves with others but, in doing so, they seek to center all activities around themselves.

Reflectors
Reflectors like to stand back and ponder experiences and observe them from many different perspectives.
They collect data, both first hand and from others, and prefer to think about it thoroughly before coming
to any conclusion. The thorough collection and analysis of data about experiences and events is what
counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy
is to be cautious. They are thoughtful people who like to consider all possible angles and implications
before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing
other people in action. They listen to others and get the drift of the discussion before making their own
points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them.
When they act it is part of a wide picture which includes the past as well as the present and others'
observations as well as their own.

Theorists
Theorists adapt and integrate observations into complex but logically sound theories. They think problems
through in a vertical, step by step, logical way. They assimilate disparate facts into coherent theories.
They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational
scheme. They like to analyses and synthesize. They are keen on basic assumptions, principles, theories,
models and systems thinking. Their philosophy prizes rationality and logic. If it's logical it's good'.
Questions they frequently ask are: 'Does it make sense?' 'How does this fit with that?' 'What are the basic
assumptions?' They tend to be detached, analytical and dedicated to rational objectivity rather than
anything subjective or ambiguous. Their approach to problems is consistently logical. This is their 'mental
set' and they rigidly reject anything that doesn't fit with it. They prefer to maximize certainty and feel
uncomfortable with subjective judgments, lateral thinking and anything flippant

Pragmatists
Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They
positively search out new ideas and take the first opportunity to experiment with applications. They are
the sort of people who return from management courses brimming with new ideas that they want to try
out in practice. They like to get on with things and act quickly and confidently on ideas that attract them.
They tend to be impatient with ruminating and open ended discussions. They are essentially practical,
down to earth people who like making practical decisions and solving problems. They respond to

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problems and opportunities 'as a challenge'. Their philosophy is: There is always a better way' and 'If it
works it's good'.

3) HONEY AND MUMFORD LEARNING STYLE

Honey and Mumford's is the founder for Learning Styles Questionnaire (LSQ), but it is
directly derived from Kolb's theory. They substitute the terms reflector for diverges
(reflective observation), theorist for assimilators (abstract conceptualization), pragmatist
for converges (concrete experience), and activist for accommodators (active
experimentation). In addition, the new labels have slightly different meanings.

They also assume that people prefer different methods of learning, depending upon the
situation and their experience level. Honey and Mumford's learning cycle such as it h aving an
experiences, reflecting on it, drawing their own conclusions (theorizing) and putting their theory into
practice to see what happens

THE HONEY AND MUMFORD LEARNING STYLE QUESTIONAIRE

Honey and Mumford learning styles questionnaires (LSQ) have 80 items (see appendices 7). The
questionnaire is scored by awarding one point for each ticked item and there are no points for crossed items.
After that, you need to total up the points. Below are the descriptions:

ACTIVISTS:

Activists learn best from activities where:

There are new experiences/problems/opportunities from which to learn.

They can engross themselves in short "here and now" activities such as business games, competitive
teamwork tasks, role-playing exercises.

There is excitement/drama/crisis and things chop and change with a range of diverse activities to tackle

They have a lot of the limelight/high visibility, i.e. they can "chair" meetings, lead discussions, and give
presentations.

They are allowed to generate ideas without constraints of policy or structure or feasibility.

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 They are thrown in at the deep end with a task they think is difficult, i.e. when set a challenge with
inadequate resources and adverse conditions.

They are involved with other people, i.e. bouncing ideas off them, solving problems as part of a team.

It is appropriate to "have a go".

Activists learn least from, and may react against, activities where:

Learning involves a passive role, i.e. listening to lectures, monologues, explanations, statements of how
things should be done, reading, watching.

They are asked to stand back and not be involved.

They are required to assimilate, analyse and interpret lots of "messy" data.

They are required to engage in solitary work, i.e. reading, writing, thinking on their own.

They are asked to assess beforehand what they will learn, and to appraise afterwards what they have
learned.

They are offered statements they see as "theoretical", i.e. explanation of cause or background

They are asked to repeat essentially the same activity over and over again, i.e. when practicing.

They have precise instructions to follow with little room for manoeuvre.

They are asked to do a thorough job, i.e. attend to detail, tie up loose ends, dot the i's, cross t's.

REFLECTORS:

Reflectors learn best from activities where:

They are allowed or encouraged to watch/think/chew over activities.

They are able to stand back From events and listen/observe, i.e. observing a group at work, taking a back seat
in a meeting, watching a film or video.

They are allowed to think before acting, to assimilate before commencing, i.e. time to prepare, a chance
to read in advance a brief giving background data.

They can carry out some painstaking research, i.e. investigate, assemble information, and probe to get to the
bottom of things.

They have the opportunity to review what has happened, what they have learned.

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 They are asked to produce carefully considered analyses and reports.

They are helped to exchange views with other people without danger, i.e. by prior agreement, within a
structured learning experience.

They can reach a decision in their own time without pressure and tight deadlines.

Reflectors learn least from, and may react against, activities where:

They are "forced" into the limelight, i.e. to act as leader/chairman, to role-play in front of on-lookers.

They are involved in situations which require action without planning.

They are pitched into doing something without warning, i.e. to produce an instant reaction, to produce
an off-the-top-of-the-head idea.

They are given insufficient data on which to base a conclusion.

They are given cut and dried instructions of how things should be done.

They are worried by time pressures or rushed from one activity to another.

In the interests of expediency they have to make short cuts or do a superficial job.

PRAGMATIST:

Pragmatists learn best from activities where:

There is an obvious link between the subject matter and a problem or opportunity on the job.

They are shown techniques for doing things with obvious practical advantages, i.e. how to save time,
how to make a good first impression, how to deal with awkward people.

They have the chance to try out and practice techniques with coaching/feedback from a credible expert,
i.e. someone who is successful and can do the techniques themselves.

They are exposed to a model they can emulate, i.e. a respected boss, a demonstration from someone
with a proven track record, lots of examples/anecdotes, and a film showing how its done.

They are given techniques currently applicable to their own job.

They are given immediate opportunities to implement what they have learned.

There is a high face validity in the learning activity, i.e. a good simulation, 'real" problems.

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 They can concentrate on practical issues, i.e. drawing up action plans with an obvious end product,
suggesting short cuts, giving tips.

Pragmatists learn least from, and may react against, activities where:

The learning is not related to an immediate need they recognise/they cannot see, an immediate
relevance/practical benefit.

Organisers of the learning, or the event itself, seems distant from reality, i.e. "ivory towered", all theory
and general principles, pure "chalk and talk".

There is no practice or clear guidelines on how to do it.

They feel that people are going round in circles and not getting anywhere fast enough.

There are political, managerial or personal obstacles to implementation.

There is no apparent reward from the learning activity, i.e. more sales, shorter meetings, higher bonus,
promotion.

Carl Jung and Myers Briggs Type Indicator

Carl Jung was a contemporary of Sigmund Freud and a leading exponent of Gestalt personality theory.
Jung developed a ground-breaking personality theory that introduced two attitudes: extroversion and
introversion .Later he described human behavior as a combination of four psychic functions: thinking
verses feeling and intuition verses sensation. Thinking and feeling are said to be rational functions
because they both require acts of judgments. Sensation and intuition involve immediate experiences.

THE CARL JUNG AND MYERS BRIGGS TYPE INDICATOR

The MBTI, Kolb's Learning Style Inventory, the Managerial Grid, and a number of other instruments all
use a form of extroversion/introversion. His four other functions are also closely tied with these
instruments(see appendices 8).

The MBTI has been claimed (McCaulley, 2000) to be an aid in understanding the individual differences
by helping employees and managers enhance their interpersonal relations and thereby improving their
ability to work effectively. Thus, having knowledge of coworkers' personality preferences, or MBTI type,
will facilitate greater respect for individual differences, aid in assigning work responsibilities, and foster
effective collaboration among employees. However, McCaulley offered little empirical evidence to

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support those claims. This is why it is more complicated than the other models discussing learning styles
as they are strictly learning models where the MBTI is a personality model. However, supposedly our
personality plays a part in determining our learning style, thus it ties in with the other models so it will be
discussed as a part in the learning process.

The relevant data does not justify the conclusion that the MBTI is a direct measure of Jung's theory of
personality types and the current scoring procedures for the MBTI does not allow one to make important
prophecies about individuals (Pittenger, 2005). Pittenger argues that the available evidence suggests that
the MBTI does measure constructs related to personality. Thus, the MBTI, while offering much intuitive
appeal, may not yet be able to support all the claims its supporters make. Below are the descriptions:

1. Extroversion (E) versus Introversion (I)

This indicates whether a learner prefers to direct attention towards the external world of people and things
or toward the internal world of concepts and ideas. This preference tells us from where people get their
energy. Introverts find energy in the inner world of ideas, concepts, and abstractions. They can be sociable
but need tranquility to regain their energy. They want to understand the world; they concentrate and tend
to be reflective thinkers. They think more than talk. Introverted learners want to develop frameworks that
integrate or connect the information that they learn, this becomes knowledge is the interconnection of the
material and to see a global view. Extroverts find energy in things and people. They prefer interaction
with others, and tend to be action-oriented. They also tend to think on their feet. They talk more than
listen. Extroverted learners learn by teaching others. They do not normally understand the subject until
they try to explain it to themselves or others (working in groups). Problem Based Learning and
Collaborative Learning are good teaching techniques for this group.

2. Sensing (S) versus intuition (N)

This indicates whether a learner prefers to perceive the world by directly observing the surrounding
reality or through impressions and imagining possibilities. Sensing people choose to rely on their five
senses. They are detail-oriented, they want facts, and they trust them. Sensing learners prefer organized,
linear, and structured lectures (systematic instruction or step-by-step learning). Intuitive people seek out
patterns and relationships among the facts they have gathered. They trust hunches ("sixth" sense) and
their intuition and look for the "big picture." They also value imagination and innovation. Intuitive
learners prefer various forms of discovery learning and must have the big picture (metaphors and
analogies), or an integrating framework in order to understand a subject. They like concept maps or and
often compare and contrast tables.

19
3 . Thinking (T) versus Feeling (F)

This indicates how the learner makes decisions, either through logic or by using fairness and human
values.Thinkers decide things impersonally based on analysis, logic, and principle. They value fairness -
focusing on the situation's logic, and placing great weight on objective criteria in making a decision. They
naturally see flaws and tend to be critical. Thinking learners prefer clear goal and objectives. They want to
see precise, action-oriented cognitive, affective and psychomotor objective. They also want to know what
they have to do to learn the material. Feelers value harmony by focusing on human values. They focus on
human values and needs as they make decisions or arrive at judgments. They tend to be good at
persuasion and facilitating differences among group members. They value empathy and harmony. Feeling
learners enjoy the small group exercises, especially harmonious groups.

4. Judging (J) versus Perceiving (P)

This indicates how the learner views the world, either as a structured and planned environment or as a
spontaneous environment. Judging people are decisive, self-starters and self-regimented. They also focus
on completing the task, knowing the essentials, and they take action quickly. They plan their work and
work their plan. Deadlines are sacred as they see time as a finite resource. Judging learners need tools that
help them to plan their work and work their plan. They want guides that give quick tips. They can be
encouraged by offering self-improvement. Perceptive learners are curious, adaptable, and spontaneous.
They start many tasks, want to know everything about each task, and often find it difficult to complete a
task. Deadlines are meant to be stretched while more information is gathered as they see time as a
renewable resource. They like to leave their options open. Perceptive learners often postpone doing an
assignment until the last minute. They are not lazy; they are merely seeking information up to the very
last minute. Breaking down a complex project into a series of sub-assignments and providing deadlines
will keep perceptive learners on target. Also they are often process oriented (emphasis is on how the task
is completed) and will easily adapt as long as they know the how.

The MBTI is a reliable and valid instrument that measures and categorizes your personality and behavior.
It is not a test. There is no right or wrong answers. There are a total of 16 possible types based on
unique combinations of the preferences. Four letters are used to represent a type, for example a person
with preferences for Extraverted, Sensing, Thinking, and Judging is called an ESTJ. Each type has
strengths and weaknesses. No type is better than another. People can use this assessment tool to validate
their preferences on each of the four dichotomies and understand the sixteen different personality types
that result from the interactions among preferences. By knowing your type can help you to choose a
career that might be a good match for your personality, understand others , understand your own behavior,

20
be able to communicate better with others, able to work more cooperatively in groups with others,
manage people better in a work situation and appreciate individual differences.

HOWARD GARDNERS MULTIPLE INTELLIGENCES

Howard Gardner theorized that there are multiple intelligences, and that we all use
one or two for the most effective learning. Our culture teaches tests, reinforces and
rewards primarily two kinds of intelligence: verbal/linguistic and
logical/mathematical. His theory proposes that there are at least eight other kinds of
intelligence that are equally important. They are languages that most people
speak, and that cut through cultural, educational, and ability differences.

The mind is not comprised of a single representation or a single language of

representations. Rather, we harbor numerous internal representations in our minds.
Some scholars speak of modules of mind, some of a society of mind, and in this
case it is multiple intelligences.

According to multiple intelligences theory, not only do all individuals possess

numerous mental representations and intellectual languages, but individuals also
differ from one another in the forms of these representations, their relative
strengths, and the ways in which (and ease with which) these representations can
be changed.

THE HOWARD GARDNERS MULTIPLE INTELLIGENCES QUESTIONAIRES

Gardner Multiple intelligence includes 70 items (see appendices 9). You need to add
the scores or ticks in each column and write the total for each column in the boxes
on the right. The highest scores indicate your natural strengths and potential. There
is no right or wrong answers.

Below is the description:

Verbal Linguistic intelligence (sensitive to the meaning and order of words as

in a poet): Use activities that involve hearing, listening, impromptu or formal
speaking, tongue twisters, humor, oral or silent reading, documentation,
creative writing, spelling, journal, poetry.

21
 Logical-mathematical intelligence (able to handle chains of reasoning and
recognize patterns and orders as in a scientist): Use activities that involve
abstract symbols/formulas, outlining, graphic organizers, numeric sequences,
calculation, deciphering codes, problem solving.
Musical intelligence (sensitive to pitch, melody, rhythm, and tone as in a
composer): Use activities that involve audio tape, music recitals, singing on
key, whistling, humming, environmental sounds, percussion vibrations,
rhythmic patterns, music composition, tonal patterns.
Spatial intelligence (perceive the world accurately and try to re-create or
transform aspects of that world as in a sculptor or airplane pilot): Use
activities that involve art, pictures, sculpture, drawings, doodling, mind
mapping, patterns/designs, color schemes, active imagination, imagery, block
building.
Bodily Kinesthetic intelligence (able to use the body skillfully and handle
objects adroitly, as in an athlete or dancer): Use activities that involve role
playing, physical gestures, drama, inventing, ball passing, sports games,
physical exercise, body language, dancing.
Interpersonal intelligence (understand people and relationship as in a
salesman or teacher) and think by bouncing ideas off of each other (socializes
who are people smart): Use activities that involve group projects, division of
labor, sensing others' motives, receiving/giving feedback, collaboration skills.
Intrapersonal intelligence (possess access to one's emotional life as a means
to understand oneself and others exhibited by individuals with accurate views
of themselves): Use activities that involve emotional processing, silent
reflection methods, thinking strategies, concentration skills, higher order
reasoning, "centering" practices, meta-cognitive techniques.
Naturalist (connected to the intricacies and subtleties in nature such as
Charles Darwin and Meriwether Lewis of Lewis and Clark fame): Use activities
that involve bringing the outdoors into the class, relating to the natural world,
charting, mapping changes, observing wildlife, keeping journals or logs.

RICHARD FELDER AND SILVERMAN LEARNING STYLES

The Index of Learning Styles is an on-line instrument used to assess preferences on four
dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a
learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument

22
was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State
University.

The ILS may be used at no cost for non-commercial purposes by individuals who wish to
determine their own learning style profile and by educators who wish to use it for teaching,
advising, or research. Consultants and companies who wish to use the ILS in their work may
license it.

The Index of Learning Styles (ILS) is an instrument used to assess preferences on four
dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a
learning style model developed by Richard M. Felder and Linda K. Silverman. A student's
learning style profile provides an indication of probable strengths and possible tendencies or
habits that might lead to difficulty in academic settings.

The questionnaire has 44 items at identifying the learning styles according to FSLSM results
simply indicate preferences, and the suggestions that follow the results are only that suggestions.
Your own experience should determine what you do with the questionnaire results. If the
description of your learning style profile is inconsistent with your experience, feel free to
disregard the suggestions. Also, the results indicate preferences, not necessarily strengths and
weaknesses. For example, the fact that you prefer active processing of information does not
mean that you cannot functions effectively using reflection, and vice versa.

ILS users should be aware of two important points:

1. The ILS results provide an indication of an individual's learning preferences and an even
better indication of the preference profile of a group of students (e.g. a class), but they
should not be over-interpreted. If someone does not agree with the ILS assessment of his
or her preferences, trust that individual's judgment over the instrument results.

2. A student's learning style profile provides an indication of possible strengths and possible
tendencies or habits that might lead to difficulty in academic settings. The profile
does not reflect a student's suitability or unsuitability for a particular subject, discipline,
or profession. Labeling students in this way is at best misleading, and can be destructive

23
 if the student uses the label as justification for a major shift in curriculum or career goals.
(A learning style preference also does not serve as an excuse for a bad grade on the
student's last physics test.)

THE INSTRUMENT OF INDEX LEARNING STYLES

There are 44 item in the questionnaires and you need to choose either A or B. You need to tick which items suit
best with you (see appendices 10).

Below are the descriptions:

ACTIVE AND REFLECTIVE LEARNERS

Active learners tend to retain and understand information best by doing something active
with it--discussing or applying it or explaining it to others. Reflective learners prefer to
think about it quietly first.

"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through
first" is the reflective learner's response.

Active learners tend to like group work more than reflective learners, who prefer working
alone.

Sitting through lectures without getting to do anything physical but take notes is hard for
both learning types, but particularly hard for active learners.

SENSING AND INTUITIVE LEARNERS

Sensing learners tend to like learning facts, intuitive learners often prefer discovering
possibilities and relationships.

24
 Sensors often like solving problems by well-established methods and dislike
complications and surprises; intuitors like innovation and dislike repetition. Sensors are
more likely than intuitors to resent being tested on material that has not been explicitly
covered in class.

Sensors tend to be patient with details and good at memorizing facts and doing hands-on
(laboratory) work; intuitors may be better at grasping new concepts and are often more
comfortable than sensors with abstractions and mathematical formulations.

Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster
and to be more innovative than sensors.

Sensors don't like courses that have no apparent connection to the real world; intuitors
don't like "plug-and-chug" courses that involve a lot of memorization and routine
calculations.

VISUAL AND VERBAL LEARNERS

Visual learners remember best what they see--pictures, diagrams, flow charts, time lines,
films, and demonstrations. Verbal learners get more out of words--written and spoken
explanations. Everyone learns more when information is presented both visually and
verbally.

In most college classes very little visual information is presented: students mainly listen
to lectures and read material written on chalkboards and in textbooks and handouts.
Unfortunately, most people are visual learners, which mean that most students do not get
nearly as much as they would if more visual presentation were used in class. Good
learners are capable of processing information presented either visually or verbally.

SEQUENTIAL AND GLOBAL LEARNERS

25
 Sequential learners tend to gain understanding in linear steps, with each step following
logically from the previous one. Global learners tend to learn in large jumps, absorbing
material almost randomly without seeing connections, and then suddenly "getting it."

Sequential learners tend to follow logical stepwise paths in finding solutions; global
learners may be able to solve complex problems quickly or put things together in novel
ways once they have grasped the big picture, but they may have difficulty explaining how
they did it.

Many people who read this description may conclude incorrectly that they are global, since
everyone has experienced bewilderment followed by a sudden flash of understanding. What
makes you global or not is what happens before the light bulb goes on. Sequential learners may
not fully understand the material but they can nevertheless do something with it (like solve the
homework problems or pass the test) since the pieces they have absorbed are logically
connected. Strongly global learners who lack good sequential thinking abilities, on the other
hand, may have serious difficulties until they have the big picture. Even after they have it, they
may be fuzzy about the details of the subject, while sequential learners may know a lot about
specific aspects of a subject but may have trouble relating them to different aspects of the same
subject or to different subjects.

CONCLUSION

Learning styles are not really styles, but rather preferences in that we do not learn best by using
our style of learning, but rather we prefer one or more styles over others. First, it should be noted
that no single measurement of style ensures that a learner's needs will be met. It is perhaps more
important to build an adaptable learning environment that presents the material in a variety of
methods than try to determine each learners' style. Likewise, recognizing your own style will
help to ensure you do not unintentionally force one learning preference upon the learners. The
more styles you address, the easier the instruction will be received by the learners. This is
because you will be striving to reach their needs, rather than yours. Also, material presented in a
variety of methods keeps the learners interested and reinforces itself.

26
In other hand, study skill inventories outlined show that all of the study skill inventory measures
were designed to measure the effectiveness of the students learning strategies, rather than their
learning or cognitive style habits. As study strategies involve active planning and management of
available resources it is difficult to tally this conscious effort on the part of the students with the
expected automaticity and unconscious effort demanded by habitual behavior.

REFERENCES

Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning Styles and
Pedagogy in Post-16 Learning: A systematic and critical review .
www.LSRC.ac.uk :

Constantinidou, F. and Baker, S. (2002). Stimulus modality and verbal learning

performance in normal aging. Brain and Language, 82(3), 296311.

D. J. (2005). Cautionary Comments Regarding the Myers-Briggs Type

Indicator. Consulting Psychology Journal: Practice and Research, Vol. 57.

Duncan, T. G., & McKeachie, W. J. (2005). The Making of the Motivated Strategies for

27
 Learning Questionnaire. Educational Psychologist, 40, 117-128.

Jeffrey J. Koob and Joanie Funk (2002). Kolb's Learning Style Inventory: Issues of Reliability

and Validity. Research on Social Work Practice

Jung, C. G. (1933). Psychological Types. New York: Harcourt, Brace.

Jung, C. G. (1933). Modern Man In Search of A Soul. New York: Harcourt, Brace.

Keefe, J.W. (1979) Learning style: An overview. NASSP's Student learning styles:
Diagnosing and proscribing programs (pp. 1-17). Reston, VA. National
Association of Secondary School Principles.

Kolb D. (1984). Experiential learning: experience as the source of learning and

development . Englewood Cliffs, New Jersey: Prentice Hall.

McCaulley, M. H. (2000). Myers-Briggs Type Indicator: A bridge between counseling

and consulting. Consulting Psychology Journal: Practice and Research.

Pintrich, P. R., De Groot, E. V. (1990). Motivational and self-regulated learning component of

classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

JALN Volume 4, Issue 1 - June 2000

Rourke, B., Ahmad S., Collins, D., Hayman-Abello, B., Hayman-Abello, S., and
Warriner, E. (2002). Child clinical/pediatric neuropsychology: some recent
advances.Annual Review of Psychology.

Salvia, J. and J.E. Ysseldyke. Assessment, 7th Edition. New York: Houghton Mifflin Company,

28
 1998.

Smith, D., & Kolb, D. (1996).User guide for the learning style inventory: A manual for teachers

and trainers. Boston: McBer and Company.

Stewart, K.L., Felicetti, L.A. (1992). Learning styles of marketing majors. Educational
Research Quarterly, 15(2), 15-23.

Thompson-Schill, S., Kraemer, D., Rosenberg, L. (2009). Visual Learners Convert

Words To Pictures In The Brain And Vice Versa, Says Psychology Study.
University of Pennsylvania. News article retrieved
From.
http://www.upenn.edu/pennnews/news/visual-learners-convert-words-
pictures-brain-and-vice-versa-says-penn-psychology-study

University of Pennsylvania (2009). Visual Learners Convert Words To Pictures In The

Brain And Vice Versa, Says Psychology Study. ScienceDaily. Retrieved July 10,
2011, from http://www.sciencedaily.com/releases/2009/03/090325091834.htm

29
APPENDICES ON STUDY SKILL
QUESTIONAIRES

30
APPENDICES ON LEARNING STYLE
QUESTIONAIRES

Learning Styles Questionnaire

31
Name: _______________________________________

This questionnaire is designed to find out your preferred learning style(s). Over the years you
have probably developed learning "habits" that help you benefit more from some experiences
than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint
your learning preferences so that you are in a better position to select learning experiences that
suit your style and having a greater understanding of those that suit the style of others.

This is an internationally proven tool designed by Peter Honey and Alan Mumford.

There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy
of the results depends on how honest you can be. There are no right or wrong answers.
If you agree more than you disagree with a statement put a tick by it.
If you disagree more than you agree put a cross by it.
Be sure to mark each item with either a tick or cross.

1. I have strong beliefs about what is right and wrong, good and bad.

2. I often act without considering the possible consequences

3. I tend to solve problems using a step-by-step approach

4. I believe that formal procedures and policies restrict people

5. I have a reputation for saying what I think, simply and directly

6. I often find that actions based on feelings are as sound as those based on careful
thought and analysis
7. I like the sort of work where I have time for thorough preparation and implementation

8. I regularly question people about their basic assumptions

9. What matters most is whether something works in practice

10. I actively seek out new experiences

11. When I hear about a new idea or approach I immediately start working out how to
apply it in practice
12. I am keen on self discipline such as watching my diet, taking regular exercise, sticking
to a fixed routine, etc.
13. I take pride in doing a thorough job

14. I get on best with logical, analytical people and less well with spontaneous, "irrational"

15. I take care over the interpretation of data available to me and avoid jumping to

32
 conclusions
16. I like to reach a decision carefully after weighing up many alternatives

17. I'm attracted more to novel, unusual ideas than to practical ones

18. I don't like disorganised things and prefer to fit things into a coherent pattern

19. I accept and stick to laid down procedures and policies so long as I regard them as an
efficient way of getting the job done
20. I like to relate my actions to a general principle

21. In discussions I like to get straight to the point

22. 1 tend to have distant, rather formal relationships with people at work

23. I thrive on the challenge of tackling something new and different

24. I enjoy fun-loving, spontaneous people

25. I pay meticulous attention to detail before coming to a conclusion

26. I find it difficult to produce ideas on impulse

27. I believe in coming to the point immediately

28. I am careful not to jump to conclusions too quickly

29. I prefer to have as many resources of information as possible - the more data to think
over the better
30. Flippant people who don't take things seriously enough usually irritate me

31. I listen to other people's points of view before putting my own forward

32. I tend to be open about how I'm feeling

33. In discussions I enjoy watching the manoeuvrings of the other participants

34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out
in advance
35. I tend to be attracted to techniques such as network analysis, flow charts, branching
programs, contingency planning, etc.
36. It worries me if I have to rush out a piece of work to meet a tight deadline

37. I tend to judge people's ideas on their practical merits

38. Quiet, thoughtful people tend to make me feel uneasy

39. I often get irritated by people who want to rush things

40. It is more important to enjoy the present moment than to think about the past or
future
41. I think that decisions based on a thorough analysis of all the information are sounder

33
 than those based on intuition
42. I tend to be a perfectionist

43. In discussions I usually produce lots of spontaneous ideas

44. In meetings I put forward practical realistic ideas

45. More often than not, rules are there to be broken

46. I prefer to stand back from a situation

47. I can often see inconsistencies and weaknesses in other people's arguments

48. On balance I talk more than I listen

49. I can often see better, more practical ways to get things done

50. I think written reports should be short and to the point

51. I believe that rational, logical thinking should win the day

52. I tend to discuss specific things with people rather than engaging in social discussion

53. I like people who approach things realistically rather than theoretically

54. In discussions I get impatient with irrelevancies and digressions

55. If I have a report to write I tend to produce lots of drafts before settling on the final
version
56. 1 am keen to try things out to see if they work in practice

57. I am keen to reach answers via a logical approach

58. I enjoy being the one that talks a lot

59. In discussions I often find I am the realist, keeping people to the point and avoiding
wild speculations
60. I like to ponder many alternatives before making up my mind

61. In discussions with people I often find I am the most dispassionate and objective

62. In discussions I'm more likely to adopt a "low profile" than to take the lead and do most
of the talking
63. I like to be able to relate current actions to a longer term bigger picture

64. When things go wrong I am happy to shrug it off and "put it down to experience"

65. I tend to reject wild, spontaneous ideas as being impractical

66. It's best to think carefully before taking action

67. On balance I do the listening rather than the talking

34
 68. I tend to be tough on people who find it difficult to adopt a logical approach

69. Most times I believe the end justifies the means

70. I don't mind hurting people's feelings so long as the job gets done

71. I find the formality of having specific objectives and plans stifling

72. I'm usually one of the people who puts life into a party

73. I do whatever is expedient to get the job done

74. I quickly get bored with methodical, detailed work

75. I am keen on exploring the basic assumptions, principles and theories underpinning
things and events
76. I'm always interested to find out what people think

77. I like meetings to be run on methodical lines, sticking to laid down agenda, etc.

78. I steer clear of subjective or ambiguous topics

79. I enjoy the drama and excitement of a crisis situation

80. People often find me insensitive to their feelings

35
 Scoring And Interpreting The Learning Styles Questionnaire

The Questionnaire is scored by awarding one point for each ticked item. There are no points for
crossed items. Simply indicate on the lists below which items were ticked by circling the appropriate
question number.

2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80

TOTALS
Activist Reflector Theorist Pragmatist

36
Learning Styles Questionnaire Profile Based on General Norms for 1302
People

Activist Reflector Theorist Pragmatist

20 20 20 20
19
18 19 19
Very strong
17 preference
16 18
15 17 18
14
13 18 16 17

12 17 15 16
16 Strong preference

11 15 14 15

10 14 13 14
9 13 12 13
Moderate
8
7 12 11 12

6 11 10 11
5 10 9 10 Low preference

4 9 8 9

3 8 7 8
7 6 7
6 5 6
2 5 4 4 Very low
4 3 3 preference

3
1 2 2 2

37
 1 1 1

0 0 0 0

APPENDICES 2

Index of Learning Styles Questionnaire

Barbara A. Soloman
Richard M. Felder

North Carolina State University

Directions

Please provide us with your full name. Your name will be printed on the information that is
returned to you.

Full Name

For each of the 44 questions below select either "a" or "b" to indicate your answer. Please
choose only one answer for each question. If both "a" and "b" seem to apply to you, choose the
one that applies more frequently. When you are finished selecting answers to each question
please select the submit button at the end of the form.

1. I understand something better after I

(a) try it out.

(b) think it through.

2. I would rather be considered

(a) realistic.

38
 (b) innovative.

3. When I think about what I did yesterday, I am most likely to get

(a) a picture.

(b) words.

4. I tend to
(a) understand details of a subject but may be fuzzy about its overall

structure.
(b) understand the overall structure but may be fuzzy about details.

5. When I am learning something new, it helps me to

(a) talk about it.

(b) think about it.

6. If I were a teacher, I would rather teach a course

(a) that deals with facts and real life situations.

(b) that deals with ideas and theories.

7. I prefer to get new information in

(a) pictures, diagrams, graphs, or maps.

39
 (b) written directions or verbal information.

8. Once I understand
(a) all the parts, I understand the whole thing.

(b) the whole thing, I see how the parts fit.

9. In a study group working on difficult material, I am more likely to

(a) jump in and contribute ideas.

(b) sit back and listen.

10. I find it easier

(a) to learn facts.

(b) to learn concepts.

11. In a book with lots of pictures and charts, I am likely to

(a) look over the pictures and charts carefully.

(b) focus on the written text.

12. When I solve math problems

(a) I usually work my way to the solutions one step at a time.

(b) I often just see the solutions but then have to struggle to figure out the

40
 steps to get to them.

13. In classes I have taken

(a) I have usually gotten to know many of the students.

(b) I have rarely gotten to know many of the students.

14. In reading nonfiction, I prefer

(a) something that teaches me new facts or tells me how to do something.

(b) something that gives me new ideas to think about.

15. I like teachers

(a) who put a lot of diagrams on the board.

(b) who spend a lot of time explaining.

16. When I'm analyzing a story or a novel

(a) I think of the incidents and try to put them together to figure out the

themes.
(b) I just know what the themes are when I finish reading and then I have

to go back and find the incidents that demonstrate them.

17. When I start a homework problem, I am more likely to

(a) start working on the solution immediately.

41
 (b) try to fully understand the problem first.

18. I prefer the idea of

(a) certainty.

(b) theory.

19. I remember best

(a) what I see.

(b) what I hear.

20. It is more important to me that an instructor

(a) lay out the material in clear sequential steps.

(b) give me an overall picture and relate the material to other subjects.

21. I prefer to study

(a) in a study group.

(b) alone.

22. I am more likely to be considered

(a) careful about the details of my work.

42
 (b) creative about how to do my work.

23. When I get directions to a new place, I prefer

(a) a map.

(b) written instructions.

24. I learn
(a) at a fairly regular pace. If I study hard, I'll "get it."

(b) in fits and starts. I'll be totally confused and then suddenly it all

"clicks."

25. I would rather first

(a) try things out.

(b) think about how I'm going to do it.

26. When I am reading for enjoyment, I like writers to

(a) clearly say what they mean.

(b) say things in creative, interesting ways.

27. When I see a diagram or sketch in class, I am most likely to remember

(a) the picture.

43
 (b) what the instructor said about it.

28. When considering a body of information, I am more likely to

(a) focus on details and miss the big picture.

(b) try to understand the big picture before getting into the details.

29. I more easily remember

(a) something I have done.

(b) something I have thought a lot about.

30. When I have to perform a task, I prefer to

(a) master one way of doing it.

(b) come up with new ways of doing it.

31. When someone is showing me data, I prefer

(a) charts or graphs.

(b) text summarizing the results.

32. When writing a paper, I am more likely to

(a) work on (think about or write) the beginning of the paper and progress

forward.

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 (b) work on (think about or write) different parts of the paper and then

order them.

33. When I have to work on a group project, I first want to

(a) have "group brainstorming" where everyone contributes ideas.

(b) brainstorm individually and then come together as a group to compare

ideas.

34. I consider it higher praise to call someone

(a) sensible.

(b) imaginative.

35. When I meet people at a party, I am more likely to remember

(a) what they looked like.

(b) what they said about themselves.

36. When I am learning a new subject, I prefer to

(a) stay focused on that subject, learning as much about it as I can.

(b) try to make connections between that subject and related subjects.

37. I am more likely to be considered

(a) outgoing.

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 (b) reserved.

38. I prefer courses that emphasize

(a) concrete material (facts, data).

(b) abstract material (concepts, theories).

39. For entertainment, I would rather

(a) watch television.

(b) read a book.

40. Some teachers start their lectures with an outline of what they will cover. Such
outlines are
(a) somewhat helpful to me.

(b) very helpful to me.

41. The idea of doing homework in groups, with one grade for the entire group,
(a) appeals to me.

(b) does not appeal to me.

42. When I am doing long calculations,

(a) I tend to repeat all my steps and check my work carefully.

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 (b) I find checking my work tiresome and have to force myself to do it.

43. I tend to picture places I have been

(a) easily and fairly accurately.

(b) with difficulty and without much detail.

44. When solving problems in a group, I would be more likely to

(a) think of the steps in the solution process.

(b) think of possible consequences or applications of the solution in a

wide range of areas.

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