Reliability and Validity of Learning Style Inventory for Primary School Students Based on the Myers-Briggs Learning Style Model (ISUMB2-О)
Abstract
The goal of this study was to examine reliability and validity of learning styles inventory ISUMB2-O for primary school children. This inventory is based on Myers-Briggs learning style model, and the model itself is based on Jung’s personality types. According to this model, the individual’s profile is determined based on four pairs of opposite preferences: extraversion/introversion, sensing/intuition, thinking/feeling, and judgement/perception. Reliability data (in a sample of 100 students of the 4th grade of primary school in Nis) obtained, both for individual dimensions (expressed by the Cronbach’s alpha coefficient) and based on item analysis, indicate that this is a stable instrument. Three out of four dimensions have the reliability over 0.93 expressed by the Cronbach’s alpha. Validity was verified in two ways: a) Construct validity was checked by using factor analysis in order to check the factor structure of the instrument, and b) external validity was checked by using the degree of correlation of values obtained based on the dimensions of learning styles with the instrument ISUMB2-O and on the teachers’ assessment of individual poles of the examined dimensions of learning styles in their students based on the descriptions they received. The four-factor solution is the optimal and best possible one for the given instrument and it can explain 57% of the total variance. There is a statistically significant positive correlation between the results for the dimensions of the inventory of learning styles and teachers’ assessment of individual poles of the examined dimensions of learning styles in their students based on the descriptions they received. This correlation value is high in the case of dimensions E-I, S-N and J-P, and of medium intensity when it comes to the dimension F-T. No differences in learning styles were observed from gender standpoint, while the dimensions sensing-intuition and judgment-perception were found to be related to school achievement. The conclusion is that the instrument showed good psychometric characteristics, primarily from the aspect of extremely high reliability, high values for item-total correlation, satisfactory validity construct, and also due to adequate external validity, which indicate that the instrument measures the characteristics for which was originally intended. Limitations of the research were also highlighted, especially those related to the sample size.
References
Aliakbari, M., Abol-Nejadian, R. (2015). Trait emotional intelligence and learning styles: the case of Iranian English for Academic Purposes learners. Journal of Educational and Social Research, 35(7), 779–793.
Bjekić, D., Dunjić-Mandić, K.(2007). Stilovi učenja i profesionalne preferencije maturanata gimnazije, Pedagogija, LXII, str. 48–59
Brew, C. R. (2002). Kolb’s learning style instrument: sensitive to gender. Educational and psychological measurement, 62 (2), 373–390.
Cassidy, S. (2004). A learning style: An overview of theories, models and measures. Educational psychology, 24 (4), 419–444.
Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London: Learning and skills research centre.
Curry, L. (1983). An organization of learning styles theory and constructs. ERIC.
Dunn, R., Honigsfeld, A., Doolan, L. S., Bostrom, L., Russo, K., Schiering, M. S. (2009). Impact of learning-style instructional strategies on students' achievement and attitudes: Perceptions of educators in diverse institutions. The Clearing House: A Journal of educational strategies, issues and ideas, 82 (3), 135–140.
Felder, R. M., Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78 (7), 674–681.
Felder, R. Brent, R. (2005). Understanding student differences. Journal of engineering education, 94 (1), 57–72.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York, besic Books.
Garner-O'Neale, L. Harrison, S. (2013). An Investigation of the Learning styles and Study Habits of Chemistry Undergraduates in Barbados and their Effect as Predictors of Academic Achievement in Chemical Group Theory. Journal of Educational and Social Research. 3(2), 107–122. DOI: 10.5901/jesr.2013.v3n2p107.
Hargrove, K. S., Wheatland, J. A., Ding, D., Brown, C. M. (2008). The effect of individual learning styles on student GPA in engineering education at Morgan state university. Journal of STEM education: innovations and research, 9(3), 37–46.
Kayes, C. D. (2005). Internal validity and reliability of Kolb’s learning style inventory version 3 (1999). Journal of business and psychology, 20 (2), 249–257.
Kirby, L. K., Kendall, E., Barger, N. J. (2007). Type and Culture; Using the MBTI® Instrument in International Applications. Mountain View, CA: CPP, Inc.
Kendall E. (1998): Myers-Briggs Type Indicator European English Edition Step I Manual Supplement. Mountain View, CA: CPP, Inc., 1998.
Khaki, N, Ganjabi, M., Khodamoradi, A. (2015). The Effect of Learning Style on the Performance of Students in a Preemptive Focus-on-Form Instruction. Porta linguarum 24, 21–32
Kvaščev, R. (1978). Modeliranje procesa učenja. Prosveta, Beograd.
Kvaščev, R. (1980). Sposobnosti za učenje i ličnost. Zavod za udžbenike i nastavna sredstva, Beograd.
Kolb, D. A. (1976). The learning style inventory: Tehnical manual, MCBer, Boston, Ma.
Kolb, A., Kolb, D. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4 (2), 193– 212.
Li, Y. S., Chen, P. S., & Tsai, S. J. (2008). A comparison of the learning styles among different nursing programs in Taiwan: implications for nursing education. Nurse Education Today, 28(1), 70–76.
Metin, M., Yilmaz, G. K., Salih, B., Kerem, C. (2011). The investigating pre-service teachers’ learning styles with respect to the gender and grade level variables. Procedia-social and behavioral sciences, 15, 2728–2732.
Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. London: Routledge
Pušina, A. (2014). Stil u psihologiji: teorije i istraživanja. Sarajevo: Filozofski fakultet.
Ranđelović, D. (2012). Stilovi učenja i modeliranje procesa učenja. Doktorska disertacija. Banja Luka: Filozofski fakultet.
Ranđelović, D. (2013). Mogućnosti modeliranja procesa učenja u razrednoj nastavi. U: prof. dr B. Jovanović (glavni odgovorni ur) Pojedinac, porodica, društvo u tranziciji. Kosovska Mitrovica: Filozofski fakultet Univerziteta u Prištini sa privremenim sedištem u Kosovskoj Mitrovici, 283-303.
Ranđelović, D. (2014). Dominantni stilovi učenja kod srednjoškolaca. U: Miroslav Krstić, Dušan Ranđelović, Gordana Nikolić (ur) Mladi i društvene promene – između nacionalnog identiteta i evrointegracija. Tematski međunarodni zbornik radova. Kosovska Mitrovica: Filozofski fakultet, 291-309.
Sak, U. (2004). A Synthesis of Research on Psychological Types of Gifted Adolescents. The Journal of Secondary Gifted Education, 15 (2), 70–79.
Salter, D. W., Evans, N. J., & Forney, D. S. (2006). A longitudinal study of learning style preferences on the Myers-Briggs type indicator and learning style inventory. Journal of college student development, 47 (2), 173–184.
Shindler, J. (2002). Exploring various structural options for performance assessment scale design: Which rubric is best? National Forum of Teacher Education Journal, 12, 3–12.
Shindler, J. (2003). Paragon learning style inventory. Retrieved September 15, 2011 from http://www.calstatela.edu/faculty/jshindl/plsi/
Shindler, J. (2004): Teaching for the Success of all Learning Styles: Five Principles for Promoting Greater Teacher Effectiveness and Higher Student Achievement for all Students, California State University, Los Angeles, skinuto sa sajta 20.01.2011, http://www.calstatela.edu/faculty/jshindl/plsi/teachingacrosstype.htm
Shindler, J. (2004). Teaching for the Success of all Learning Styles: Five Principles for Promoting Greater Teacher Effectiveness and Higher Student Achievement for all Students, California State University, Los Angeles, skinuto sa sajta 20.01.2011, http://www.calstatela.edu/faculty/jshindl/plsi/teachingacrosstype.htm
Stojaković, P. (2000). Kognitivni stilovi i stilovi učenja. Banja Luka: Filozofski fakultet.
Tabachnick, B.G. & Fidell, L.S. (2007). Using multivariate statistics (5th edn). Boston: Pearson Education.
Witkin, A. Goodenough, D. (1981). Cognitive style: Essence and Origins: Field dependence and field independence, New York, International Press
Zhang, L., Stenberg, R. (2011). Culture and intellectual styles. In L. Zhang, R. Stenberg, & S. Rayner, Handbook of intellectual styles: Preferences in cognition, learning, and thinking. New York: Springer Publishing Company. 131–152.
Ранђеловић, Д., Костић, П., Вукмировић, И. (2011): Карактеристични стилови учења студената Универзитета у Приштини. Зборник радова са научног скупа са међународним учешћем, Пале: Филозофски факултет, 22–23. мај 2010., књига 5, том 2, стр. 639–650. Тема скупа: Наука и политика. Главни и одговорни уредник: проф.др Милош Ковачевић.
Ранђеловић, Д. (2016). Стиловиучењастуденатауниверзитета у Нишу. У проф. др Бојана Димитријевић и Aлександар Благојевић (главни и одговорни ур.) Ментално здравље младих,. Ниш: Филозофски факултет и Студентски културни центар Ниш. стр 177–197.
The details about the publication policy, including copyright and licensing, are available at: