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A study of two "quick-and-easy" methods of assessing individual differences in student learning
1Department of Psychology, University of Plymouth.
The British Journal of Educational Psychology
|November 1, 1992
Summary
This study evaluated two learning style assessments. The Approaches to Studying Inventory showed promise for identifying deep learning approaches linked to academic success, unlike the less reliable Learning Style Inventory.
Area of Science:
- Educational Psychology
- Learning Sciences
Background:
- Assessing individual differences in learning is crucial for educational effectiveness.
- Existing short-form instruments like the Approaches to Studying Inventory and Learning Style Inventory are attractive for classroom use due to ease of administration.
Purpose of the Study:
- To examine the reliability and validity of two measures of individual differences in learning: the short form of the Approaches to Studying Inventory and the Learning Style Inventory.
- To determine the practical utility of these instruments in an educational context.
Main Methods:
- Comparative analysis of two distinct learning style inventories.
- Assessment of internal consistency (reliability) and factor structure (validity) for each inventory.
- Correlation analysis between inventory scores and academic success (exam performance).
Main Results:
- The Approaches to Studying Inventory demonstrated moderately reliable scales with an expected factor structure. Students using a deep learning approach showed higher exam success.
- The Learning Style Inventory exhibited lower reliability and a factor structure deviating from predictions. A correlation was found between the active/passive dimension and academic success.
Conclusions:
- The short form of the Approaches to Studying Inventory shows potential for assessing student learning styles and approaches.
- Further refinement of the Approaches to Studying Inventory is recommended before widespread classroom adoption.
- The Learning Style Inventory, in its current form, appears less suitable for reliable assessment of learning styles due to reliability and validity concerns.