Validation of Kolb's Structural Model of Experiential Learning Using Honey and Mumford's Learning Style Questionnaire

Kolb經驗學習結構模型之驗證

10.6145/jme.200709_11(3).0006

梁繼權(Kai-Kuen Leung)；翁儷禎(Li-Jen Weng)

學習方式 ； 醫學教育 ； 心理計量 ； 教學評估 ； learning styles ； medical education ； psychometric test ； educational

Journal of Medical Education

11卷3期（2007 / 09 / 01）

234 - 243

英文

Kolb氏的經驗學習結構理論認為學習是經驗、觀察、構思與驗證的四階段歷程。本研究的目的是翻譯編修中文版學者方式問卷(C-LSQ)並作跨文化的信效度檢定。研究對象是一所護理學校與一所綜合大學的學生，利用通識課程時間作問卷調查。C-LSQ是由原問卷經中譯、反譯及前測修改而成，問卷共有80題，每種學習方式各有20題，回答方式為「同意」與「不同意」之二分評量。研究結果共得720份有效問卷，女生佔55.1%，男生與醫學系學生的「理論者」比較多。四個分量表的內部一致性Cronback's α值為0.65、0.62、0.67及0.67。「理論者」與「省思者」及「理論者」與「實用者」具有意義的正相關（γ=0.44與0.50）。「行動者」則與「省思者」具有意義的負相關(-0.20)。因素分析無法重現階段模型。使用Gorsuch之二階因素分析法，先將四個分量表分開以主軸因素法分析，再將獲得的17個小因素作第二階因素分析；在四因素模型中，「理論者」與「實用者」的小因素集中在同一因素，「行動者」與「省思者」的小因素則分散在其他三個因素。在二因素模型中，「行動者」與「理論者」的小因素分開在兩個因素。將四個量表作因素分析，「行動者」與其他三者分開在兩個因素，本研究支持只有積極者與保守者兩種學習方式，而在保守者中再分三種面相；結果並未顯示有文化差別存在。

Learning Style Questionnaire (LSQ) was developed according to Kolb's experiential learning model which classified learning into a four-stage cycle. The LSQ was translated into Chinese and applied to a convenient sample of students from a university and a nursing school. Seven hundred and twenty students (women 55.1%) completed the survey. Men had a more theorist style than women (P=0.001). Medical students had a more theorist style than other students. Cronbach's coefficient alphas of the four learning styles are 0.65, 0.62, 0.67 and 0.67, respectively. Theorist was positively related to the reflector (r=0.44) and pragmatist (r=0.50). The activist was negatively related to the reflector (-0.20). Item factor analysis did not reproduce the four-stage structure. Indirect factoring using the miniscales approach produced 17miniscales, which were corresponded to the characteristics compositions of each learning style. Miniscales of the theorist and the pragmatist were grouped into one factor, and miniscales of the activist and the reflector formed the other factors in a four-factor solution. In a two-factor solution, miniscales of the activist and the theorist were separated into different factors. In Sum of scales factoring, the theorist, the pragmatist, and the reflector scales were grouped in factor 1 and the activist scale was in factor 2. Our data suggested a two-style learning model, the active and the conservative, with three facets in the conservative construct. Cultural factors may modify a person's learning style, but most of the learning style characterisations are cross-cultural.

1. Allinson CW,Hayes J(1990).Validity of the Learning Style Questionnaire.Psychol Rep,67,859-866.
2. Allinson CW,Hayes J(1988).The Learning Style Questionnaire: an alterative to Kolb`s inventory.J Manage Stud,25,269-281.
3. Boyle EA,Duffy T,Dunleavy K(2003).Learning styles and academic outcome: the validity and utility of Vermunt`s Inventory of Learning Styles in British higher education setting.Br J Educ Psychol,73,267-290.
4. Cattell RB(1957).Personality and motivation structure and measurement.Yonkers, NY:World Book.
5. Cockerton T,Naz R,Sheppard S(2002).Factorial validity and internal reliability of Honey and Mumford`s Learning Styles Questionnaire.Psychol Rep,91,503-519.
6. Comrey AL,Lee HB(1992).A first course in factor analysis.Hillsdale, NJ:Lawrence Erlbaum Associates, Inc.
7. Cornwell JM,Manfredo PA(1994).Kolb's learning style theory revisited.Educ Psychol Meas,54,317-327.
8. Curry L(1983).Learning Style in Continuing Medical Education.Ottawa:Council on Medical Education, Canada Medical Association.
9. Curry L(1999).Cognitive and learning styles in medical education.Acad Med,74,409-413.
10. DeCiantis SM,Kirton MJ(1996).A psychometric reexamination of Kolb`s experiential learning cycle construct: a separation of level, style, and process.Educ Psychol Meas,56,809-820.
11. Geiger MA,Boyle EJ,Pinto JK(1993).An examination of ipsative and normative versions of Kolb`s revised Learning Style Inventory.Educ Psychol Meas,53,717-726.
12. Gorsuch RL(1997).Exploratory factor analysis: its role in item analysis.J Pers Assess,68,532-560.
13. Honey P,Mumford A(1995).Manual for the Learning Style Questionnaire.PA:Organization Design and Development.
14. Kolb DA,Kolb DA,Rubin IM,McIntyre JM (eds.)(1971).Organizational psychology: a book of reading.Englewood Cliff, N.J.:Prentice Hall.
15. Martin IG,Stark P,Jolly B(2000).Benefiting from clinical experience: the influence of learning style and clinical experience on performance in an undergraduate objective structured clinical examination.Med Educ,34,530-534.
16. McManus IC,Richards P,Winder BC(1998).Clinical experience, performance in final examinations, and learning style in medical students: Prospective study.Br Med J,316(7128),345-350.
17. Newble DI,Entwistle NJ(1986).Learning styles and approaches: implications for medical education.Med Educ,20,162-175.
18. Robinson G(2002).Do general practitioners` risk taking propensities and learning styles influence their continuing medical education preferences?.Med Teach,24,71-78.
19. Sandmire DA,Boyce PF(2004).Pairing of opposite learning styles among allied health students.J Allied Health,33,156-163.
20. Smits PBA,Verbeek JHAM,Nauta MCE(2004).Factors predictive of successful learning in postgraduate medical education.Med Educ,38,758-766.
21. Swailes S,Senior B(1999).The dimensionality of Honey and Mumford`s Learning Styles Questionnaire.Int J Select Assess,7,1-11.