آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 112 |
| تعداد مقالات | 1,271 |
| تعداد مشاهده مقاله | 1,238,923 |
| تعداد دریافت فایل اصل مقاله | 1,098,356 |
Development and Validation of KOLB 4.0 Learning Style Questionnaire | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 5، دوره 10، شماره 1 - شماره پیاپی 19، تیر 2022، صفحه 35-55 اصل مقاله (800.84 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2022.27097.1254 | ||
| نویسندگان | ||
| Shokouh Rashvand Semiyari* 1؛ Mahnaz Azad2 | ||
| 1Assistant Professor, TEFL Department, Faculty of Humanities, IAU University, East Tehran Branch, Tehran, Iran, https://orcid.org/0000-0002-0126-9875 | ||
| 2Assistant Professor, TEFL Department, Faculty of Humanities, IAU University, East Tehran Branch, Tehran, Iran, https://orcid.org/0000-0001-5782-5108 | ||
| چکیده | ||
| A great deal of individual difference with reference to learners’ beliefs, thoughts, and behaviors can be explained in terms of the learning style the individuals adopt during the learning process. These learning styles have been labeled initiating, experiencing, creating / imagining, reflecting, analyzing, thinking, deciding, acting, and balancing according to Kolb and Kolb (2013). This research was conducted to develop and validate a multidimensional structure of the Kolb learning style inventory v. 4.0 (KLSI 4.0) in an Iranian context. KLSI 4.0 which is conceptualized in Experiential Learning Theory was then developed and evaluated through a series of validation procedures. Eight hundred thirty-three EFL learners studying English as ESP in IAU East Tehran Branch participated in the main phase of this study. Confirmatory Factor Analysis (CFA) through Structural Equation Modeling validated the proposed nine types KLSI 4.0. The outcomes of the initial piloting of the KLSI 4.0 did not show an acceptable fit due to high degree of correlation between some factors under the broad construct of learning style. Three factors indicating the highest degree of correlation were thus merged and the model was run again with modified six-factor LSI. Findings confirmed that learning style is a multidimensional construct in which the six factors are conceptually related. Reliability and validity estimates were examined and provided satisfactory psychometric properties of the inventory. In fact, the six-factor-correlated model of KLSI 4.0 revealed an acceptable model fit. Pedagogical implications and suggestions for further research were also discussed. The CFA applied in the research is distinguished from the initial assumptions in the literature and is more straightforward than originally presumed. This paper might be therefore used as a starting empirical point for further cross-validation analyses and educational implications. | ||
| کلیدواژهها | ||
| learning style؛ validation procedures؛ confirmatory factor analysis؛ structure equation modeling | ||
| مراجع | ||
|
Abante, M. E. R., Almendral, B. C., Manansala, J. E., & Manibo, J. (2014). Learning styles and factors affecting the learning of general engineering students. International Journal of Academic Research in Progressive Education and Development, 3(1), 16-27. https://doi.org/10.6007/IJARPED/v3-i1/500
Alvarado, F. C., Leon, M. P., & Colon, A. M. O. (2016). Design and validation of a questionnaire to measure research skills: Experience with engineering students. Journal of Technology and Science Education, 6(3), 219-233. http://dx.doi.org/10.3926/jotse.227
Arbuckle, J. L. (2013). IBM SPSS Amos 22 user’s guide. Amos Development Corporation. URL: http://amosdevelopment.com.
Bodnar, M., Namiesnik, J., & Konieczka, P. (2013). Validation of a sampling procedure. Trends in Analytical Chemistry, 51, 117-126. https://doi.org /10.1016/j.trac.2013.06.011
Boyatzis, R. E., & Mainemelis, C. (2000). An empirical study of pluralism of learning and adaptive styles in a MBA program. (Working paper). Department of Organizational Behavior, Case Western Reserve University, Cleveland, OH.
Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service learning: Making meaning or experience. Educational Horizons, 77(4), 179-85. https://digitalcommons.unomaha.edu/slceeval/23
Brown, J. D. (2001). Using surveys in language programs. Cambridge University Press.
Byrne, B. M. (2016). Structural equation modelling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge. https://doi.org/10.4324/9781315757421
Dornyei, Z. & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. Routledge.
Eickmann, P., Kolb, A.Y., & Kolb, D. A. (2004). Designing learning. In F. Collopy & R. Boland (Eds.), Managing as designing: Creating a new vocabulary for management education and research (pp. 241-247). Stanford University Press.
Fletcher, S., Potts, J., & Ballinger, R. (2008). The pedagogy of integrated coastal management. The Geographical Journal, 174(4), 374–386. https://www.jstor.org/stable/40205256
Guyton, E. (2000). Social justice in teacher education. The Educational Forum, 64,108–114. https://doi.org/10.1080/00131720008984738
Gyeong, J. A., & Myung, S. Y. (2008). Critical thinking and learning styles of nursing students at the baccalaureate nursing program in Korea. Contemporary Nurse, 29(1), 100–109. https://doi.org /10.5172/conu.673.29.1.100
Herrmann, K. J., & Wichmann-Hansen, G. (2017). Validation of the quality in PhD processes questionnaire. Studies in Graduate and Postdoctoral Education, 8, 2, 189-204. https://doi.org/10.1108/SGPE-D-17-00017
Honey, P. & Mumford, A. (1986). Using your learning styles, 2nd ed. Peter Honey.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. http://dx.doi.org/10.1080/10705519909540118
Ishii, H., Shimatsu, A., Okimura, Y., Tanaka, T., Hizuka, N., Kaji, H., Hanew, K., Oki, Y., Yamashiro, S., Takano, K., & Chiharak, K. (2012). Development and validation of a new questionnaire assessing quality of life in adults with hypopituitarism: Adult hypopituitarism questionnaire (AHQ). PLoS ONE, 7(9), 1-9. DOI: 10.1371/journal.pone.0044304
Kayes, D. C. (2005). Internal validity and reliability of Kolb's learning style inventory version 3 (1999). Journal of Business and Psychology, 20(2), 249–257. https://doi.org/10.1007/s10869-005-8262-4
Kline, R. B. (2013). Beyond significance testing: Statistical reform in the behavioral sciences (2nd ed.). American Psychological Association.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kolb, A. Y., & Kolb, D. A. (2005a). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4(2), 193-212. https://doi.org/10.5465/amle.2005.17268566
Kolb, A. Y., & Kolb, D. A. (2005b). The Kolb learning style inventory 3.1: Technical specifications. Hay Resources Direct.
Kolb, A. Y., & Kolb, D. A. (2006). Learning styles and learning spaces: A review of the multidisciplinary application of experiential learning theory in higher education. In R. R. Sims, & S. J. Sims (Eds.), Learning styles and learning: A key to meeting the accountability demands in education (pp. 45–92). Nova Science Publishers.
Kolb, A.Y., & Kolb, D. A. (2013). The Kolb learning style inventory 4.0: A comprehensive guide to the theory, psychometrics, research on validity and educational applications. Experience Based Learning System.
Kumar, L. R., Voralu, K, Pani, S. P., & Sethuraman, K. R. (2011). Association of kinesthetic and read-write learner with deep approach learning and academic achievement. Can Med Educ Journal, 2, 23–27. https://doi.org/10.36834/cmej.36538
Laguador, J. M. (2013). Developing students’ attitude leading towards a life-changing career. Educational Research International, 1(3), 28-33.
Lohri-Posey, B. (2003). Determining learning style preferences of students. Nurse Educator, 28(2), 54-64. https://doi.org /10.1097/00006223-200303000-00002
Lucas, M., & Corpuz, B. (2007). Facilitating learning: A meta-cognitive process. Lorimar Publishing.
Luqman, N. & Khalid, R. (2021). Development and validation of LS scale for E-learners. SAGE Open, 11(2), 1-15. https://doi.org/10.1177/21582440211022324
Manolis, C., Burns, D., Assudani, R., & Chinta, R. (2013). Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb learning style inventory. Learning & Individual Differences, 23(1), 44-52. DOI: 10.1016/j.lindif.2012.10.009
Mardia, K. V. (1974). Applications of some measures of multivariate skewness and kurtosis in testing normality and robustness studies. Indian Journal of Statistics, 37(2), 115–128. https://www.jstor.org/stable/25051892
Meyers, L. S., Gamst, G., & Guarino, A. J. (2013). Applied multivariate research: Design and interpretation (2nd ed.). SAGE Publications.
Mohamad, M. M., Sulaiman, N. L., Sern, L. C., & Salleh, K. M. (2014). Measuring the validity and reliability of research instruments. Procedia-Social and Behavioral Sciences, 204, 164-171. https://doi.org/10.1016/j.sbspro.2015.08.129
Mueller, R. O., & Hancock, G. R. (2008). Best practices in structural equation modeling. In J. W. Osborne (Ed.), Best practices in quantitative methods (pp. 488–508). SAGE Publications. https://doi.org /10.4135/9781412995627
O'Connor, D., & Yballe, L. (2007). Team leadership: Critical steps to great projects. Journal of Management Education, 31(2), 292–312. https://doi.org /10.1177/1052562905282158
Pedrosa de Jesus, H. T., Almeida, P. A., Teixeira-Dias, J. J., & Watts, M. (2006). Students' questions: Building a bridge between Kolb's learning styles and approaches to learning. Education and Training, 48(2/3), 97–111 https://doi.org /10.1108/00400910610651746
Pfeifer, S., & Borozan, D. (2011). Fitting Kolb's learning style theory to entrepreneurship learning aims and contents. International Journal of Business Research, 11(2), 216–223. URL: http://www.aibe.org/1555-1296, 1554-5466
Rogers, K. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13-21. https://doi.org/10.1080/03098770802638234
Santrock, J. (2005). Psychology essentials 2. McGraw-Hill.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436. https://doi.org/10.3102/00346543056004411
Teng, L. S. (2016). Changes in teachers’ beliefs after a professional development project for teaching writing: Two Chinese cases. Journal of Education for Teaching, 42(1), 106–109. https://doi.org/10.1080/02607476.2015.1135228
Viswanathan, M. (2005). Measurement error and research design. SAGE Publications. https://dx.doi.org/10.4135/9781412984935
Turesky, E. F., & Gallagher, D. (2011). Know thyself: Coaching for leadership using Kolb's experiential learning theory. Coaching Psychologist, 7(1), 5–14. URL: http://www.bps.org/1748–1104
Yahya, I. (1998). Wilcoxson and Prosser's factor analysis on Kolb's (1985) LSI data: Reflections and re-analysis. The British Journal of Educational Psychology, 68, 281-286. https://doi.org/10.1111/j.2044-8279.1998.tb01290.x
Yasar, S., & Cogenli, A. G. (2013). Determining validity and reliability of data gathering instruments used by program evaluation studies in Turkey. Procedia-Social and Behavioral Sciences, 131, 504-509. https://doi.org /10.1016/j.sbspro.2014.04.156
Yousef, D. A. (2019). Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting. Quality Assurance in Education, 27(4), 446-464. https://doi.org/10.1108/QAE-10-2018-0113
| ||
|
آمار تعداد مشاهده مقاله: 1,513 تعداد دریافت فایل اصل مقاله: 1,850 |
||