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Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting

D.A. Yousef (Department of Business Administration, UAE University, Al-Ain, United Arab Emirates)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 17 September 2019

Issue publication date: 20 September 2019

718

Abstract

Purpose

This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates.

Design/methodology/approach

Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA).

Findings

Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford.

Research limitations/implications

This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers.

Originality/value

This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

Keywords

Citation

Yousef, D.A. (2019), "Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting", Quality Assurance in Education, Vol. 27 No. 4, pp. 446-464. https://doi.org/10.1108/QAE-10-2018-0113

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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