Mumford's Learning Styles Questionnaire Research Articles

Navigating the assessment landscape: Dental students' perceptions of extended-matching questions versus single-correct answers.

The present study aims to evaluate students' perceptions of different types of written assessment within the context of dental materials science and to identify how various learning styles exhibited by dental students, as well as gender and ethnicity, may influence their perceptions of these assessment methods. The study was conducted among second-year dental students in a dental materials science class, during which students participated in a mock assessment that included extended matching questions (EMQs) and single correct answer (SCA) questions. An online questionnaire comprising three sections: demographic information, Honey and Mumford's Learning Styles Questionnaire, and 15 closed-ended questionnaire items employing a 5-point Likert scale were administered to assess students' perceptions of the assessment methods. Statistical analyses were conducted using the Kruskal-Wallis test, Mann-Whitney U test, and a post-hoc Bonferroni test. All 70 students participated in the study with the majority being female, Chinese, and activist learners. Median total scores among various learning styles, gender, and ethnicity did not exhibit significant differences. Analysis of individual questionnaire items revealed mixed perceptions regarding EMQs. Reflectors generally held more positive perceptions of EMQs, while theorists showed the lowest total median scores toward EMQs. Most students did not prefer EMQs over SCAs, and some students expressed confusion about EMQs, especially those with a theorist learning style. Although students generally showed good perceptions towards these assessment methods, further research is needed to better understand the interplay of learning styles, assessment preferences, and educational outcomes in dental education.

Learning Style Preferences and Its Effect on Academic Performance Among Undergraduate Medical Students at Government Medical College, Palakkad

Introduction: Learners have their own preferences in receiving and processing information. Finding out different learning styles of students is important to provide students with a better learning experience. Aims: To find out the different learning styles of students and association of gender and academic performance with learning styles. Methods and Material: A cross-sectional study was conducted among 100 medical students using convenience sampling method. The questionnaire used in the study was Honey and Mumford Learning Style Questionnaire. Learning styles were accordingly described as Activist, Theorist, Pragmatist and Reflector. Socio-demographic variables like age and gender as well as previous university examination score of the students were also collected. The data was analysed in terms of proportions, chi-square test and one-way ANOVA. Results: Out of 100 students, 74% were females and the remaining 16% were males. The highest mean value of the scores was found for reflector style of learning (15.59±2.4) followed by pragmatist (13.4±2.6). The lowest mean score was found for activist style of learning (12.26±3.0). 51.1% of students showed very strong inclination for activist learning style, 40% of students showed a strong inclination for reflector learning style, 45.6% had a moderate preference for theorist learning style and 55.6% of students had a moderate preference for pragmatist learning style. Conclusions: The students had more preference for activist and reflector learning styles. Gender and previous academic performance did not show any significant association with the learning styles. Keywords: Learning styles, Honey and Mumford questionnaire, Activist, Theorist, Pragmatist Reflector, academic performance

FLIPPED CLASSROOM: AN EFFECTIVE APPROACH FOR DEVELOPING AND ASSESSING INFORMATICS COMPETENCIES

This paper describes the design and implementation of the flipped classroom approach, adapted to the education system in the Republic of Moldova, which was applied in the “Spiru Haret” lyceum, Chisinau, the Republic of Moldova. The purpose of implementing this approach is to promote personalized learning and to increase the learning outcomes of face-to-face education. In order to diversify and differentiate the activities, it was identified the learning styles of the students according to the Honey and Mumford learning style questionnaire. Also, in this paper are described four assessment methods appropriate to this approach. The experiment is based on developing skills in the informatics discipline so that the students are motivated to choose this discipline as their baccalaureate exam. The results of the experiment show the number of students who chose Informatics as a baccalaureate exam for the last six academic years, the Informatics exam is optional.

Learning Style Preference and Its Correlation Toward Academic Performance Among First Year Medical Students

Background: Learning styles are various ways of acquiring knowledge and important due to its contribution to the learning process' outcome and students' academic performances. This study aims to find out the correlation between learning style preference and cognitive academic performance of medical students. Methods: A cohort study using The Honey and Mumford's Learning Style Questionnaire was conducted to first-year medical students during their first semester at Udayana University, Bali. Mean of four academic blocks’ final assessments (multiple choice questions) represented the cognitive academic performance. Data were analysed using univariate and bivariate analysis (Spearman correlation). Results: There were 219 students who fulfilled the inclusion criteria. Each student can have more than one learning style preferences. There were 33.3% students with a very strong preference for theorist learning style, followed by activist (30.6%), reflector (27.9%), and pragmatist (14.2%). Mean of final academic blocks’ assessments had positive correlation with reflector (r=0.227, p<0.001) and theorist (r=0.135, p=0.045) learning style. However, a negative correlation was found with the activist learning style (r=-0.267, p<0.001). No correlation was found between the academic blocks’ assessments and pragmatist learning style. Conclusion: Medical students with reflector and theorist learning style tend to have better cognitive academic performances compared to other learning styles. This study should be taken into consideration in providing the most suitable teaching methods for medical students based on their various learning style, especially for the ones with activist learning style which in this study had lower cognitive academic performances. Keywords: learning style, medical student, academic performance, cognitive outcome

Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

<p style="text-align: justify;">This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.</p>

Honey-Mumford's learning styles of medical laboratory students: An observational study with implications for laboratory efficiency

Background and Aim: Learning styles are subconscious stable traits influencing the perception and response of learners to their learning environment. Honey–Mumford classification of learning styles has been utilized and evaluated in a number of studies among students across different professional courses. Though learning style preferences of medical students have been assessed, we did not come across any study evaluating the paramedical students of Medical Laboratory Technology (MLT). Because laboratory technicians form the backbone of clinical laboratories in today's evidence-based medicine, it seems imperative to understand the basic learning styles of these students. Thus, this study aimed to identify the learning styles among students pursuing the bachelor degree of medical laboratory technology at a tertiary-level hospital. Materials and Methods: A cross-sectional observational study was undertaken among 98 students pursuing Bachelor of MLT at a tertiary-level hospital and medical college. The Honey–Mumford's learning style questionnaire was administered to each student after taking informed consent. Individual students' preference for learning style was categorized as per Mumford classification, and students were categorized according to their preferred learning style. Results: Majority of the students (60%) showed very strong preference for the activist learning style followed by reflector style. Prevalence of activist and reflector styles was found to be equal among our students followed by the theorist style. No difference was noted between male and female students. Conclusion: We demonstrated, for the first time, the learning styles of medical laboratory technology students or the future laboratory technicians. Activist and reflector styles were the most frequent among our study group. Future studies at other institutions providing similar training shall help in refining these results. Such studies are likely to help in adopting appropriate teaching methods and assessment strategies leading to better learning and consequent improvement in laboratory efficiency.

Learning styles of Malaysian Generation ‘Y’ healthcare undergraduates

The learning styles of millennial students, also known as Generation 'Y', have been examined in the past to match the teaching style of an educator with the aim of improving behaviors, attitudes, and academic achievements. However, focus on Generation 'Y' healthcare undergraduates from a multi-cultural Asian society, is scarce and fragmented. Therefore, this research aims to identify the learning style preferences of Generation 'Y' undergraduates enrolled in varied healthcare programs at a Malaysian University. A quantitative cross-sectional study design was adopted. Honey and Mumford's Learning Style Questionnaire was used to explore the learning styles. The reflector learning style was most preferred by the Malaysian healthcare undergraduates, and no significant difference was found between the learning styles of the clinical group and the semi-clinical group. Educators should engage Malaysian healthcare undergraduates in a non-threatening environment - Association between learning style and sociodemographic warrants further investigation.

Effect of moderate learning style-teaching mode mismatch on academic performance among 2nd year medical students in Pakistan.

Introduction:The vagueness surrounding “learning style–teaching mode mismatch” makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2nd year medical students.Methods:A total of 102 2nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test.Results:Pragmatists had the lowest total physiology score (P < 0.001), while theorists had the highest total physiology scores (P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning (P = 0.9). No student scored below 60%.Conclusion:This study demonstrated that the effect of moderate teaching–learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style–teaching mode mismatch is not harmful for learning.

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students.

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P < 0.05), while improved scores were associated with students who scored highly on the VARK "Aural" modality (P < 0.05). These data support the contention that individual student learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists.

Differences in Learning Styles: A comparison of Slovenian Universities

Students have various learning styles. Since we cannot adapt to each single student, we can still find differences across the students that attend different universities. To achieve better results when teaching, the educators should understand which learning style prevails in their students. Our research was conducted via questionnaire and included questions about the students and their learning styles. We used the Honey and Mumford's learning style questionnaire (LSQ) to measure the various learning styles (reflectors, theorists, activists, pragmatists) across three Slovenian universities, searched for the learning style that prevails in each university and present the differences among them. We found minor differences in the prevailing learning styles and propose to the educators to plan their teaching approaches on our findings. We propose further examination of students’ learning styles to improve the learning experience and to generalize this approach when dealing with students learning style preferences.

Surgeons' Learning Style in Comparison to Their Medical Colleagues

Objectives: To present the learning style of surgeons and compare it to their medical colleagues. Methods: This study was conducted at King Hussein Medical Center between 1-15/July 2014. An equal number of randomly selected surgeons and physicians received Honey and Mumford learning style questionnaire. The participants were asked to fill the questionnaire with their name initials, age, gender, specialty (surgeon or physician) and scientific medical level (specialist or consultant). The results between these two groups were compared using statistical methods. Results: A total number of 40 participants filled the questionnaire, 20 in each group. Thirty six (90%) were males, with a mean age of 37.6 years (SD ± 6.32). There were 7 consultants and 33 specialists. The majority (80-90%) of surgeons and physicians showed reflector and theorist learning styles. When grouping them into activist/ pragmatist, reflector/ theorist or mixed learning styles; 80% of surgeons and 90% of physicians demonstrated mixed learning style. Conclusion: Both surgeons and physicians demonstrated a mixed learning style. This means that doctors in both specialties use all four learning styles which inevitably will bring the best learning results. We suggest the application and appreciation of all learning styles in the surgical curriculum as the most educational and practical approach.

Does learning style influence academic performance in different forms of assessment?

Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment.

The use of Learning Styles Questionnaire in Macao

Purpose – The purpose of this paper is to examine the use of Honey and Mumford's Learning Styles Questionnaire (LSQ) in Macao.Design/methodology/approach – A structured questionnaire survey was used to collect data from 135 undergraduate students at the Institute For Tourism Studies, Macao, and obtained scores for the four learning styles: activist, theorist, reflector, and pragmatist.Findings – The findings indicated that students scored strong preferences in activist and reflector and attained moderate preferences in theorist and pragmatist. The findings also highlighted the differences in learning styles with respect to students' gender, programme, and the relationship with academic results.Practical implications – The main implications of these findings are that the use of Learning Styles Questionnaire may help individual learners to identify their learning behaviours and determine their skills acquisition for industry.Originality/value – This study identifies the importance of the use of Learning Sty...

Learning styles of entry-level physiotherapy students

This research was conducted to identify the learning styles of Australian physiotherapy students. The subject sample consisted of 206 students from the entry-level physiotherapy programs (Bachelor of Science [Physiotherapy] and Master of Physiotherapy) at Curtin University of Technology. Subjects were recruited from the first and fourth year of the Bachelor of Science (BSc) (Physiotherapy) program and first and second year of the Master of Physiotherapy (MPhysio) program. Three subject groups included: (i) first-year BSc students, (ii) fourth-year BSc students, and (iii) MPhysio students. All subjects completed the Honey & Mumford Learning Style Questionnaire (LSQ) and were classified as having one or more learning styles. The most frequently preferred learning styles were Reflector (26%), followed by Reflector/Theorist (17.2%), then Activist (16.7%). There were no differences in the preferred learning style in the three groups, or between genders. Most physiotherapy students in the entry-level programs p...

Factorial validity and internal reliability of Honey and Mumford's Learning Styles Questionnaire.

Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.

Psychometric properties of Honey & Mumford's Learning Styles Questionnaire (LSQ)

Honey and Mumford's Learning Style Questionnaire (LSQ) has been proposed as an alternative for Kolb's Learning Style Inventory (LSI) and a later refined version (LSI-1985). The LSQ has been widely applied in the fields of management training and education. Limited evidence exists concerning the psychometric properties of the LSQ. Participants were 224 undergraduates enrolled in business courses and 164 undergraduates in health studies. Exploratory and confirmatory factor analysis failed to support the existence of the two bipolar dimensions proposed by Kolb, and four learning styles hypothesised by Honey and Mumford. An item analysis and pruning exercise failed to raise the internal consistency reliability to a satisfactory level, or provide adequate model fit to the data. The results of a structural equation model finds no consistent relationship between scores on the four learning style scales, two bipolar dimensions and academic performance between the two samples. The tests of factorial invariance provide no support for the stability or generalizability of the model. It is concluded: the LSQ is not a suitable alternative to the LSI and LSI-1985; and its use in applied research considering higher education students is premature.

Correlates of the Eysenck Personality Profiler

In this two part study, 811 participants completed the Eysenck Personality Profiler (EPP) and the Honey and Mumford Learning Styles Questionnaire (LSQ) and 263 adults completed the EPP and the Myers-Briggs Type Indicator (MBTI). As predicted there were many significant correlations which add to the concurrent validity of the EPP. When the overlap of the EPP with the MBTI and LSQ is compared with the overlap of the NEO-PI with the MBTI and LSQ (derived from Furnham, 1996a,b) it appears that the EPP has greater similarity with the LSQ, but the NEO-PI has greater similarity with the MBTI. (C) 2001 Elsevier Science Ltd. All rights reserved.

Felder and Silverman's Index of Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do they compare and do they predict academic performance?

Samples of engineering and business students at undergraduate, postgraduate and post-experience levels at two UK universities completed the Index of Learning Styles (ILS) (N = 284) or the (Learning Styles Questionnaire LSQ) (N = 182) and a biographical data questionnaire. Broad psychological aspects of the two learning style instruments are examined and compared. Psychometric properties of the instruments, including factor structure, internal reliability and inter-scale correlation are analysed. Potential limitations are commented on, in particular those related to the construct validity and relatively low internal reliability of the ILS scales (alpha = 0.41 to 0.65). These compare with alphas of 0.59 to 0.74 for the LSQ. Relationships between the scales are discussed and a circumplex arrangement of the LSQ is proposed. Proposals for augmenting the circumplex are made. Academic performance results and scores on each of the two instruments are compared. The general lack of significant correlations between learning style scores and performance in these samples is discussed. Conclusions are drawn about the disappointing psychometric robustness of the measures, the activity-centred nature of learning styles and the advantages of viewing styles as a circumplex.

Personality, learning style and work performance

Just over two hundred telephone sales staff completed the Eysenck Personality Inventory (EPI) and Honey and Mumford's Learning Styles Questionnaire (LSQ). Extraversion was highly correlated both positively and negatively with three of the four LSQ measures. The lie scale from the EPI was also systematically correlated with the Activist and Reflector scales of the LSQ. Both the EPI and LSQ traits were modestly correlated with two criteria: ratings of Actual Performance and Development Potential. Regressions were used to determine the best predictors of the two ratings measures. Personality variables (extraversion, neuroticism) and certain learning styles (reflector, pragmatist) were statistically significant predictors of rated performance, though they accounted for less than 10% of the explained variance. The results concur with recent meta-analytical studies that show personality variables account for a small but important amount of variance in measures of work performance.

RESEARCH NOTE Validating the learning styles questionnaire and inventory of learning processes in accounting: a research note

This study, using third-year undergraduate business students as subjects, examined the reliability and validity of Honey and Mumford's Learning Styles Questionnaire and Schmeck's Inventory of Learning Processes. The predictive validity was assessed by relating scores on the subscales of the instruments to academic achievement as measured by students performance under two different methods of assessment. Internal consistency was measured by the alpha coefficients which ranged from 0.51 to 0.74 for the LSQ and from 0.53 to 0.74 for the ILP, suggesting moderate internal consistency. Factor analysis of the items of both instruments did not reveal any coherent factor structure congruent with the underlying constructs. No significant relationship was found between academic performance and scores on any of the subscales of the two instruments. The limitations of, and implications for, the use of both instruments by accounting education researchers are discussed.