A Comparative Analysis of Two Instruments Assessing Learning Style Preference
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Abstract
One of the most enduring concerns among academic educators in the University of Hradec Kralove is the enhancement of students’ academic performance and consequently the improvement of the effective teaching and learning methods. The purpose of the presented research was to examine the outcomes of two instruments evaluating learning style preferences, namely ILS, Felder-Soloman´s Index of Learning Styles, and LCI, Johnston-Danton’s Learning Combination Inventory, in a focus group of students from four difference study fields: Information Management, Applied Informatics, Tourism Management, and Sport Management. The main aim was to analyse our students´ learning style diversity and study the outcomes and ways of learning styles assessment of two different learning style instruments. Based on a comparative analysis of the data obtained from the ILS and LCI, intersections and common features were monitored in terms of the individual learning style preferences and frequencies. The acquired results showed marginal differences between the outcomes of the two learning style assessment instruments. In comparison to Felder Soloman Index, where most of focus group students of Tourism Management proved to be sensing and visual, while Applied Informatics students were identified as predominantly reflective and intuitive , LCI data indicated Tourism Management students as Precise (targeted at accuracy, detail & information) while Applied Informatics students proved to be Technical Processing (problem solving, preferring relevance & autonomy). However, the results indicated also consistency and common features of both learning style assessing instruments data.
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Keywords: ILS; LCI; learning style preferences; assessing instrumnet; effective teaching methodsDownloads
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References
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