A predictive validity study of the Learning Style Questionnaire (LSQ) using multiple, specific learning criteria |
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Authors: | FR Kappe L Boekholt C den Rooyen H Van der Flier |
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Institution: | aINHOLLAND University for professional education, Department of Education, Research & Development, P.O. Box 558, 2003 RN Haarlem, The Netherlands;bScaffold educational consultancy, The Netherlands;cMovation educational consultancy, The Netherlands;dVU University, Faculty of Psychology and Pedagogics, Dept. of Work and Organizational Psychology, The Netherlands |
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Abstract: | Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists, Pragmatists, and Reflectors, and they were also graded on five different learning criteria throughout their four year education: classroom lectures, skills training, group projects, on-the-job training, and a written thesis. Although learning styles were matched to correspondingly suitable learning criteria, the LSQ revealed no predictive validity, however we can report good test–retest reliabilities over a two year time period. Given the lack of positive findings, using the LSQ to stimulate learning in college students is debatable. |
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Keywords: | Learning styles Academic achievement Learning outcomes GPA Predictive validity |
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