Context and Test-Retest Reliability of Kolb's Learning Style Inventory

Two groups of students enrolled in a university physical activity course volunteered to complete Kolb's Learning Style Inventory at the beginning of and the end of a semester to estimate test-retest reliability. A control group ( n = 129) completed the inventory in its original form while the experimental group ( n = 124) completed the same test but with modified instructions providing a more specific focus. Test-retest reliability, assessed using a Pearson product-moment correlation, improved for the group given instructions which specified a contextual focus.

Test-Retest Reliabilities of Standard and Realigned Forms of the Learning Style Inventory

The present study was designed to test the hypothesis that response bias was present in the standard form of Kolb's Learning Style Inventory and that this bias lowered reliability. An alternative form of the inventory was created by realigning the response endings to the sentences. Correlations calculated on scores obtained on two separate occasions for the two forms ranged from .45 to .73. Realignment did not improve reliabilities.

Success in Baccalaureate Nursing Programs: A Matter of Accommodation?

This article explores student learning styles as an important variable in four-year baccalaureate nursing programs. Student learning styles were assessed by Kolb's Learning Style Inventory-1985 (LSI-1985), which identifies the accommodator, diverger, assimilator, and converger learning styles. The authors examined the relationship between learning style and academic performance as measured by grade-point ratio (GPR) and studied behaviors and attitudes as measured by Brown and Holtzman's (1964) Survey of Study Habits and Attitudes. Analysis indicated that this sample (N = 100) included mainly assimilators and divergers, making reflective observation the most common mode of learning. Compared to the accommodator/converger group, the assimilator/diverger group earned a significantly higher GPR, significantly better scores on the study habits variable of Work Methods (WM), and moderately better scores on the study attitude variable of Educational Acceptance (EA). Accommodators were identified as the most at-risk learning style group, and specific interventions were suggested to assist accommodators in adapting to the academic rigors of a nursing curriculum.

Changes in learning-style preferences: comments on Geiger and Pinto

Geiger and Pinto reached unwarranted conclusions regarding changes in learning-style preferences over a two-year period. Problems with the instrument and data analysis require a revision of their conclusions.

Changes in learning-style preferences: a reply to Ruble and Stout

This note is a reply to Ruble and Stout's 1992 critique of our 1991 study of changes in learning style over time. While some of their comments have merit, the remaining conclusions are that the dimension scores on the Learning Styles Inventory exhibit considerable stability over time and should be analyzed when assessing changes in learning style.