2006/05/10 by Britt Klein, Louise McCall, David Austin +1 · 29 citations
Psychology · Social Sciences · #Learning Styles and Cognitive Differences #Evaluation of Teaching Practices #Emotional Intelligence and Performance #Cronbach's alpha #Psychology #Psychometrics #Internal consistency #Reliability (semiconductor) #Learning styles #Item analysis #Clinical psychology #Test validity #Test (biology) #Mathematics education
paper · doi:10.1111/j.1467-8535.2006.00599.x
published in British Journal of Educational Technology 38(1), 23-32 (Wiley)
openalex publication_date 2006/05/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/02
Abstract Sixty‐six English‐speaking postgraduate distance‐education medical students completed the Learning Styles Questionnaire (LSQ: 40‐item version). This was completed while attending a residential workshop at the beginning of the semester, and 44 of these students completed the same LSQ questionnaire 5 months later at the completion of the semester. The psychometric properties of the LSQ were assessed using Cronbach’s alpha (internal consistency), test‐retest, correlational analyses and factor analysis. The results indicated that the LSQ (40‐item version) has poor reliability and validity, and therefore requires further development and psychometric evaluation.