| The purpose of this research was to develop a learning styles instrument that would demonstrate appropriate dimensions of validity and internal consistency in identifying learning styles modality preferences. Learning styles assessments attempt to explain learning variation between individuals in the way(s) they approach learning tasks. Research was conducted to expand the learning styles research data presently available. The development of the instrument followed a series of steps which identified suitable design elements. The first step consisted of a panel that established a statement bank foundation. The statement bank provided statements that would identify the five most common learning preference domains identified as print, aural, visual, haptic and interactive. The second step consisted of a panel that selected statements from the statement bank for instrument inclusion. Statement responses would then be recorded using a 5-point Likert Scale. The third step consisted of a panel that used a Q-Sort technique to identify the appropriate learning preference domains for the twenty-five statements. In the fourth step, a panel reviewed each statement for language clarity and completeness. The fifth step consisted of a review panel that recommended instrument final revisions. Preparation of a preliminary field test was the sixth step in the process. Administration of the field test led to statement revisions and resulted in a revised learning styles instrument that could demonstrate appropriate dimensions of validity and reliability in identifying learning styles modality preferences. Instrument reliability was assessed using Cronbach's alpha and instrument validity was assessed using a confirmatory factor analysis that consisted of three elements: Goodness of Fit Index (GFI), Comparative Fit Index (CFI), and the Root Mean Square Error of Approximation (RMSEA). |
