Kolb's Learning Style Inventory (1985): review and further study of validity and reliability

Abstract

In this study the validity and reliability of the revised version of Kolb's (1985) Learning Style Inventory are investigated using the responses to the LSI2 of 187 Arts and Science students in an Australian university. Results indicate high internal consistency of the LSI2 scales and some evidence of validity. While, as predicted, four factors forming two bipolar dimensions were found for the Science subsample, for the Arts subsample Active Experimentation formed the anticipated bipolar dimension with Reflective Observation, but also with Concrete Experience and Abstract Conceptualisation. Higher mean scores for Arts students on Concrete Experience and for Science students on Active Experimentation conform to results obtained for the LSI1 (Kolb, 1976). Mean scores indicate no significant differences on the basis of gender, but students who completed the majority of their primary and secondary schooling in Asia scored higher means on Concrete Experience, which is possibly attributable to cultural influences upon learning styles.