Abstract
The purpose of this study was to validate Hanson's Learning Profile Inventory (LPI) and Teaching Style Inventory (TSI) further, and to assess the degree to which self-reported style preferences on these scales corresponded to actual observable learning and teaching style behaviors of students and teachers in differing instructional situations. No significant differences were found between the reported and observed learning and teaching style preferences of students and their instructors. Further, student and teacher classifications on the GEFT test of field independence/dependence corresponded to their classifications on the introversion/extroversion scale of the LPI and TSI further clarifying and validating this component of this scale on these two measures. This study was a formative study with a small sample (N=12) due to the burdens of observational ratings, which needs to be replicated with a confirmatory study.
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