Reliability, Validity, and Investigation of the Index of Learning Styles in a Chinese Language Version for Late Adolescents of Taiwanese

By Ku, David Tawei; Shen, Chun-Yi | Adolescence, Winter 2009 | Go to article overview

Reliability, Validity, and Investigation of the Index of Learning Styles in a Chinese Language Version for Late Adolescents of Taiwanese


Ku, David Tawei, Shen, Chun-Yi, Adolescence


INTRODUCTION

Discovering learning styles to facilitate teaching and learning is always a critical issue in the field of education. Keefe (1979) defined learning styles as "characteristic cognitive, affective, and psychological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment" (p. 4). Numerous studies have focused on this issue in various ways, and researchers have developed many instruments to classify learning styles. The Felder-Solomon Index of Learning Styles (ILS) is one of them. Since its publication in 1991, numerous researchers have investigated subjects related to it. Although the ILS was designed for engineering students, it has in fact been used to assess learning styles in many different disciplines and is gaining in popularity. According to Litzinger, Lee, Wise, and Felder (2005), since the online version of the ILS appeared, its site has received more than 100,000 visits per year, and many published studies have used the data.

Due to the obstacle of language, even though some Taiwanese scholars have translated the ILS into Chinese for their own classes or studies, it has never been officially introduced to Taiwanese students. For the current study permission was acquired from North Carolina State University to translate the ILS into Chinese and to use the data analysis to help Taiwanese college students learn and teachers teach. Because the ILS has never been tested by Taiwanese students on a large enough scale, and because of language and cultural barriers, the translated test items might not present the complete meaning of the original ILS to the testers. According to Felder (2002), the ILS "has been translated into half a dozen languages that I know about and probably more that I don't, even though it has not yet been validated" (p. 1). Therefore, the primary goals of the current study were to investigate the reliability and validity of the Chinese version of the ILS. In addition, various statistical analyses identified the problematic items for further modification.

THE INDEX OF LEARNING STYLES

Felder and Soloman developed the ILS to evaluate the learning style model formulated by Felder and Silverman in 1988 (Felder & Soloman, 2004). The Felder-Silverman learning style model defined four dimensions, each having two categories: perception (sensing/intuitive), input (visual/verbal), processing (active/reflective), and understanding (sequential/global). Learners should fit into one or the other category on each of the four dimensions. Thus, the Felder-Soloman ILS questionnaire consists of four parallel scales, with 11 items each, that are used to evaluate the four dimensions of the Felder-Silverman learning styles. Felder and Spurlin (2005) described the categories of the four dimensions as follows:

* sensing (concrete, practical, oriented toward facts and procedures) or intuitive (conceptual, innovative, oriented toward theories and underlying meanings)

* visual (prefer visual representations of presented material, such as pictures, diagrams, and flow charts) or verbal (prefer written and spoken explanations)

* active (learn by trying things out, enjoy working in groups) or reflective (learn by thinking things through, prefer working alone or with one or two familiar partners)

* sequential (linear thinking process, learn in incremental steps) or global (holistic thinking process, learn in large leaps)

Theoretically, all the dimensions are parallel, and a student's learning styles should be well distributed among the four dimensions. Each individual should have his or her own learning styles, and the ILS should be able to provide that personal information to students and instructors. Even though providing an individual student-centered approach is becoming a very popular practice in education, Felder and Brent (2005) pointed out, "If it is pointless to consider tailoring instruction to each individual student, it is equally misguided to imagine that a single one-size-fits-all approach to teaching can meet the needs of every student" (p. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Reliability, Validity, and Investigation of the Index of Learning Styles in a Chinese Language Version for Late Adolescents of Taiwanese
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.