International Journal of Modern Education and Computer Science (IJMECS)
IJMECS Vol. 7, No. 4, 8 Apr. 2015
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An Empirical Investigation of the Relationships between Learning Styles based on an Arabic version of the Felder-Silverman Model
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Author(s)
Index Terms
Learning styles, Felder-Silverman Learning Style Model, Multiple Correspondence Analysis, Correlation analysis
Abstract
Learning styles vary according to the individual and this diversity is fundamental in terms of teaching as curricula must respond adaptively to the various learning styles of pupils. This study conducts an analysis of an Arabic form of the Index of Learning Styles (ILS), a 44-item questionnaire designed to determine learning styles using the Felder-Silverman learning style model. This study focuses on the interpretation of data derived from the Arabic form of the Index of Learning Styles (ILS) to establish correlations between the learning styles of 1024 female students drawn from two specific departments at the King Abdul-Aziz University in Saudi Arabia. The findings, generated by Multiple Correspondence Analysis and cross-validated by correlation analysis, demonstrate a definite link between certain learning styles from opposing dimensions that are considered to be contradictory within the same dimension of learning. The validity and reliability of the Arabic scale was established and compared to the examples reported in the literature. Findings show comparable reliability and factor analysis supports the interdependencies between dimensions and perhaps the constructs they intend to assess. The results of this paper have implications for the design of e-learning tools, materials and sessions in order to adapt to the relationships between learning styles and have a positive impact on the learners themselves and their learning experience
Cite This Paper
Nahla M. Aljojo, Abeer Alkhouli, "An Empirical Investigation of the Relationships between Learning Styles based on an Arabic version of the Felder-Silverman Model", International Journal of Modern Education and Computer Science (IJMECS), vol.7, no.4, pp.42-52, 2015. DOI:10.5815/ijmecs.2015.04.05
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