Validity of the Learning Styles Questionnaire

Abstract

The most widely documented measure of learning styles, the Learning Style Inventory, has frequently been criticized for lack of reliability and validity. A possible alternative is the Learning Styles Questionnaire. Although its temporal stability and internal consistency are well established, more evidence of its validity is required. The three studies reported here confirm its dual factor structure and provide further evidence of its construct validity. Its concurrent validity and predictive validity, however, are still open to question. Until these have been confirmed, the questionnaire cannot be regarded as a significant improvement upon the Learning Style Inventory.