Learning Style Scales: a valid and reliable questionnaire / 보건의료교육평가
Journal of Educational Evaluation for Health Professions
;
: 22-2014.
Artigo
em Inglês
| WPRIM
| ID: wpr-117844
ABSTRACT
PURPOSE:
Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students.METHODS:
A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach's alpha, corrected item-total correlation, and test-retest.RESULTS:
Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach's alpha was >0.70 for all subscales in both study populations. The corrected item-total correlations were >0.30 for the items in each component.CONCLUSION:
The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.
Texto completo:
DisponíveL
Índice:
WPRIM (Pacífico Ocidental)
Assunto principal:
Escolas de Enfermagem
/
Estudantes de Enfermagem
/
Vértebra Cervical Áxis
/
Pesos e Medidas
/
Estudos Transversais
/
Inquéritos e Questionários
/
Aprendizagem
Tipo de estudo:
Estudo observacional
/
Estudo de prevalência
/
Fatores de risco
Limite:
Humanos
Idioma:
Inglês
Revista:
Journal of Educational Evaluation for Health Professions
Ano de publicação:
2014
Tipo de documento:
Artigo
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