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Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting
Quality Assurance in Education Pub Date : 2019-10-14 , DOI: 10.1108/qae-10-2018-0113
D.A. Yousef

This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates.,Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA).,Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford.,This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers.,This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

中文翻译:

探索阿拉伯环境中学习风格问卷(LSQ)的信度和效度

这项研究旨在检验Honey和Mumford(1986)在阿拉伯联合酋长国的教育环境中构想的学习方式建构的可靠性和有效性。使用了来自阿联酋的两个独立样本:一个由阿联酋大学的1,463名本科生组成,另外152位是美国拉斯海马大学的本科生。使用克朗巴赫(Cronbach's)α,相互关系和验证性因子分析(CFA)对数据进行分析。通过α系数进行测量,结果表明学习风格问卷(LSQ)在两个样本中均具有中等内部一致性。相互关系揭示了两种样本的四种学习方式之间的正(弱至适度)相关性,这表明缺乏对Kolb提出的两个双极维度的支持。CFA无法支持Honey和Mumford所描述的四种学习方式。本研究仅使用两个样本来测试仪器的可靠性和有效性。其次,没有使用通常用于确定仪器可靠性和有效性的其他统计工具(例如,重测,项目分析)。此外,研究是在短期内进行的。尽管如此,它对研究人员,教育者和管理人员都有着不同的含义。这项调查代表了评估LSQ在阿联酋教育环境中的信度和效度的首次尝试。这些发现有助于研究学习风格和仪器测试。测试-重新测试,项目分析)通常不用于确定仪器的可靠性和有效性。此外,研究是在短期内进行的。尽管如此,它对研究人员,教育者和管理人员都有着不同的含义。这项调查代表了评估LSQ在阿联酋教育环境中的信度和效度的首次尝试。这些发现有助于研究学习风格和仪器测试。测试-重新测试,项目分析)通常不用于确定仪器的可靠性和有效性。此外,研究是在短期内进行的。尽管如此,它对研究人员,教育者和管理人员都有着不同的含义。这项调查代表了评估LSQ在阿联酋教育环境中的信度和效度的首次尝试。这些发现有助于研究学习风格和仪器测试。
更新日期:2019-10-14
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