Learning Styles Scale in Technology use situations: search for content validity evidences
DOI:
https://doi.org/10.5433/2236-6407.2018v9n1p45Keywords:
learning style, technology, information technology, psychological assessment, test validityAbstract
This study aimed to search for evidence of content validity of the Learning Styles Scale in Technology use situations, a scale in development. For that, four judges working in the psychological assessment evaluated the 40 items of the scale, considering four learning styles: active, reflective, theoretical, and pragmatic, proposed by Alonso, Gallego and Honey (1997). Originally, most of the items (n=34) showed concordance rates above 75%, being satisfactory. Two new rounds of evaluation were conducted with the items that have been rewritten or replaced by new ones, and after this procedure reached the expected level of agreement. The analyzes showed Kappa coefficients indices above 0.75. The results showed the adequacy of the scale to the contents of the model that it intends to evaluate, being suitable for use in other studies involving empirical research of its psychometric qualities.References
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Dunn, R. S., & Dunn, K. J. (1978). Teaching students through their individual learning styles: A practical approach. Reston: Prentice Hall.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
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Ibrahim, Z. (2016). Needs analysis for graphic design learning module based on technology & learning styles of deaf students. Cogent Education, 3, 1-14.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-74.
Li, Y., Medwell, J., Wray, L., & Liu, X. (2016). Learning styles: A review of validity and usefulness. Journal of Education and Training Studies, 4(10), 90-94.
Mayaute, L.M.E. (2011). Análisis psicométrico del Cuestionário de Honey y Alonso de Estilos de Aprendizaje (CHAEA) con los modelos de la Teoría Clásica de los tests y Rasch. Persona, 14, 71-109.
Ozdemir, A., Alaybeyoglu, A., Mulayin, N., & Balbal, K.F. (2016). Performance evaluation of learning styles based on fuzzy logic inference system. Computer Applications in Engineering Education, 24(6), 853-865.
Okada, A., Barros, D. M. V., & Santos, L. (2008). Discutindo estilos de aprendizagem com tecnologias do projeto OpenLearn para videoconferência e mapeamento do conhecimento. Revista Estilos de Aprendizagem,1(2), 110-129.
Oliveira, K. L., Inácio, A. L. M., & Buriolla, H. L. (2016). Diferenças considerando ano escolar no ensino fundamental: Um estudo com estilos intelectuais. Argumentos Pró-Educação, 1(3), 408-422.
Oliveira, K.L., Santos, A.A.A., & Scacchetti, F.A.P. (2016). Medidas de estilos de aprendizagem para o ensino fundamental. Psicologia Escolar e Educacional, 20(1), 127-136.
Pasquali, L. (1999). Testes referentes a constructo: Teoria e modelo de construção. In L. Pasquali (Org.), Instrumentos psicológicos: Manual prático de elaboração (pp.37-71). Brasília: LabPAM/IBAP.
Portilho, E. M. L. (2004). Aprendizaje universitario: Un enfoque metacognitivo. Tese de Doutorado. Universidad Complutense de Madrid.
Rajper, S., Shaikh, N.A., Shaikh, Z.A., & Mallah, G.A. (2016). Automatic detection of learning styles on learning management systems using data mining technique. Indian Journal of Science and Technology, 9(15), 1-5.
Rezaeinejad, M., Azizifar, A., & Gowbary, H. (2015). The study of learning styles and its relationship with educational achievement among Iranian high school students. Procedia: Social and Behavioral Sciences, 11, 218-224.
Resende, D.T., & Dorça, F.A. (2015). Recomendação de conteúdo personalizada com base em estilos de aprendizagem: Uma abordagem prática. Revista Brasileira de Informática na Educação, 23(3), 11-25.
Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31(4), 197–224.
Sternberg, R. J. (1994). Allowing for Thinking Styles. Educational Leadership, 52(3), 36-40.
Alexandre, N. M. C., & Coluci, M. Z. O. (2011). Validade de conteúdo nos processos de construção e adaptação de instrumentos de medidas. Ciência e Saúde Coletiva, 16(7), 3061-3068.
Alonso, C. M., Gallego, D. J., & Honey, P. (1997). Los estilos de aprendizaje: Procedimientos de diagnostico y mejora (7a. ed.). Bilbao: Ediciones Mensajero.
Alves, P., Miranda, L., & Morais, C. (2014). Estilos de aprendizagem e utilização de recursos digitais no ambiente colaborativo Sakai. In VI Congreso Mundial de Estilos de Aprendizaje, Pontificia Universidad Católica Del Perú, Perú.
Butzke, M.A., & Alberton, A. (2017). Estilos de aprendizagem e jogos de empresa: a percepção discente sobre estratégia de ensino e ambiente de aprendizagem. REGE – Revista de Gestão, 24(1), 72-84. doi:10.1016/j.rege.2016.10.003
Cué, J. L. G., Rincón, J. A. S., & García, C. M. A. (2009). Instrumentos de medición de estilos de aprendizaje. Journal of Learning Styles, 2(4), 3-21.
Castells, M. (2010). The rise of the network society: The information age: Economy, society, and culture (Vol. 1). Oxford: Wiley-Blackwell.
Coll, C., & Monereo, C. (2010). Educação e aprendizagem no século XXI: Novas ferramentas, novos cenários, novas finalidades. In C. Coll & C. Monereo (Orgs.), Psicologia da educação virtual: Aprender e ensinar com as tecnologias da informação e da comunicação (pp. 15-46). Porto Alegre, RS: Artmed.
Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 1-26.
Dunn, R. S., & Dunn, K. J. (1978). Teaching students through their individual learning styles: A practical approach. Reston: Prentice Hall.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
Fleiss, J. L. (1981). The measurement of inter-rather agreement. In J. L. Fleiss (Org.), Statistical methods for rates and proportions (pp. 212-236). New York, NY: John Wiley & Sons Inc.
Fonseca, R., Silva, P., & Silva, R. (2007). Acordo inter-juízes: O caso do coeficiente kappa. Laboratório de Psicologia, 5(1), 81-90.
Gardner, H. (1983). Frames of Mind. New York, NY: Basic Book Inc.
Gocus, A., & Ertek, G. (2016). Learning and personal attributes of university students in predicting and classifying the learning styles: Kolb’s nine-region versus four-region learning styles. Procedia – Social and Behavioral Sciences, 217, 779-789.
Gregorc, A.R. (1982). Style Delineator. Maynard: Gabriel Systems.
Gungor, F., Sofraci, G., Çelik, D., & Yayli, D. (2016). Learning styles of English preparatory school students and the relationship of their proficiency with learning styles and gender. Kastamonu Education Journal, 24(3), 707-716.
Ibrahim, Z. (2016). Needs analysis for graphic design learning module based on technology & learning styles of deaf students. Cogent Education, 3, 1-14.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-74.
Li, Y., Medwell, J., Wray, L., & Liu, X. (2016). Learning styles: A review of validity and usefulness. Journal of Education and Training Studies, 4(10), 90-94.
Mayaute, L.M.E. (2011). Análisis psicométrico del Cuestionário de Honey y Alonso de Estilos de Aprendizaje (CHAEA) con los modelos de la Teoría Clásica de los tests y Rasch. Persona, 14, 71-109.
Ozdemir, A., Alaybeyoglu, A., Mulayin, N., & Balbal, K.F. (2016). Performance evaluation of learning styles based on fuzzy logic inference system. Computer Applications in Engineering Education, 24(6), 853-865.
Okada, A., Barros, D. M. V., & Santos, L. (2008). Discutindo estilos de aprendizagem com tecnologias do projeto OpenLearn para videoconferência e mapeamento do conhecimento. Revista Estilos de Aprendizagem,1(2), 110-129.
Oliveira, K. L., Inácio, A. L. M., & Buriolla, H. L. (2016). Diferenças considerando ano escolar no ensino fundamental: Um estudo com estilos intelectuais. Argumentos Pró-Educação, 1(3), 408-422.
Oliveira, K.L., Santos, A.A.A., & Scacchetti, F.A.P. (2016). Medidas de estilos de aprendizagem para o ensino fundamental. Psicologia Escolar e Educacional, 20(1), 127-136.
Pasquali, L. (1999). Testes referentes a constructo: Teoria e modelo de construção. In L. Pasquali (Org.), Instrumentos psicológicos: Manual prático de elaboração (pp.37-71). Brasília: LabPAM/IBAP.
Portilho, E. M. L. (2004). Aprendizaje universitario: Un enfoque metacognitivo. Tese de Doutorado. Universidad Complutense de Madrid.
Rajper, S., Shaikh, N.A., Shaikh, Z.A., & Mallah, G.A. (2016). Automatic detection of learning styles on learning management systems using data mining technique. Indian Journal of Science and Technology, 9(15), 1-5.
Rezaeinejad, M., Azizifar, A., & Gowbary, H. (2015). The study of learning styles and its relationship with educational achievement among Iranian high school students. Procedia: Social and Behavioral Sciences, 11, 218-224.
Resende, D.T., & Dorça, F.A. (2015). Recomendação de conteúdo personalizada com base em estilos de aprendizagem: Uma abordagem prática. Revista Brasileira de Informática na Educação, 23(3), 11-25.
Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31(4), 197–224.
Sternberg, R. J. (1994). Allowing for Thinking Styles. Educational Leadership, 52(3), 36-40.
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Published
2018-05-28
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Roza, R. H., Wechsler, S. M., & Nakano, T. de C. (2018). Learning Styles Scale in Technology use situations: search for content validity evidences. Estudos Interdisciplinares Em Psicologia, 9(1), 45–64. https://doi.org/10.5433/2236-6407.2018v9n1p45
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