Reliability and Construct Validity of Alternate Forms of the Learning Style Inventory

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Abstract
Learning style assessment provides a framework within which individual differences for specific ways of learning can be described. Kolb's Learning Style Inventory has been used to assess learners' preferences for specific phases of an experiential learning cycle. This study was designed to determine the reliability and construct validity of an alternate form of the Learning Style Inventory using a semantic differential format. Results of this study suggest that the alternate form was reliable and construct valid. In addition, they indicate that this alternate form might be more reliable than a previously presented Likert-type normative form.

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