The Kolb Learning Style Inventory—Version 3.1 2005 - Whitewater ...

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Abstract Conceptualization – Concrete Experience Cumulative Raw Score -35 Frequency 1 Percent .0 Valid Percent .0 Percent .0 -31 1 .0 .0 .0 -30 2 .0 .0 .1 -29 1 .0 .0 .1 -28 3 .0 .0 .1 -27 6 .1 .1 .2 -26 5 .1 .1 .3 -25 7 .1 .1 .4 -24 10 .1 .1 .5 -23 12 .2 .2 .7 -22 20 .3 .3 1.0 -21 12 .2 .2 1.1 -20 19 .3 .3 1.4 -19 23 .3 .3 1.7 -18 31 .4 .4 2.2 -17 32 .5 .5 2.7 -16 36 .5 .5 3.2 -15 53 .8 .8 3.9 -14 54 .8 .8 4.7 -13 65 .9 .9 5.6 -12 81 1.1 1.2 6.8 -11 73 1.0 1.0 7.8 -10 86 1.2 1.2 9.1 -9 87 1.2 1.2 10.3 -8 114 1.6 1.6 12.0 -7 121 1.7 1.7 13.7 -6 131 1.9 1.9 15.6 -5 129 1.8 1.8 17.4 -4 162 2.3 2.3 19.7 -3 140 2.0 2.0 21.7 -2 165 2.3 2.4 24.1 -1 186 2.6 2.7 26.8 0 179 2.5 2.6 29.3 1 210 3.0 3.0 32.4 2 218 3.1 3.1 35.5 3 193 2.7 2.8 38.2 4 213 3.0 3.1 41.3 5 192 2.7 2.8 44.1 60 LSI Technical Manual
Cumulative Raw Score 6 Frequency 243 Percent 3.4 Valid Percent 3.5 Percent 47.5 7 206 2.9 3.0 50.5 8 220 3.1 3.2 53.6 9 225 3.2 3.2 56.9 10 234 3.3 3.4 60.2 11 216 3.1 3.1 63.3 12 228 3.2 3.3 66.6 13 231 3.3 3.3 69.9 14 192 2.7 2.8 72.6 15 197 2.8 2.8 75.5 16 171 2.4 2.5 77.9 17 149 2.1 2.1 80.1 18 176 2.5 2.5 82.6 19 181 2.6 2.6 85.2 20 162 2.3 2.3 87.5 21 133 1.9 1.9 89.4 22 123 1.7 1.8 91.2 23 118 1.7 1.7 92.9 24 89 1.3 1.3 94.1 25 90 1.3 1.3 95.4 26 71 1.0 1.0 96.4 27 64 .9 .9 97.4 28 58 .8 .8 98.2 29 29 .4 .4 98.6 30 30 .4 .4 99.0 31 19 .3 .3 99.3 32 17 .2 .2 99.6 33 15 .2 .2 99.8 34 11 .2 .2 99.9 35 3 .0 .0 100.0 36 2 .0 .0 100.0 Total 6976 98.7 100.0 Missing System 90 1.3 Total 7066 100.0 61
Page 1 and 2:
Abstract The Kolb Learning Style In
Page 3 and 4:
Testing Implications of Concepts in
Page 5 and 6:
An individual with diverging style
Page 7 and 8:
in more abstract and applied areas
Page 9 and 10: HISTORY Five versions of the Learni
Page 11 and 12: environment. The way we process the
Page 13 and 14: 3. NORMS FOR THE LSI VERSION 3.1 Ne
Page 15 and 16: Recent theoretical and empirical wo
Page 17 and 18: 5. VALIDITY This section begins wit
Page 19 and 20: Computer and Information Science Th
Page 21 and 22: Most of the debate and critique in
Page 23 and 24: and AE as the other in factor one.
Page 25 and 26: Mean Educational Level 9 8 7 6 5 4
Page 27 and 28: The distinct value systems and educ
Page 29 and 30: The Adaptive Style Inventory The Ad
Page 31 and 32: simulation intended to measure clin
Page 33 and 34: Gardner and Korth used ELT, learnin
Page 35 and 36: To help students deal with diffi cu
Page 37 and 38: Specht (1991) examined the effect o
Page 39 and 40: Nursing. Stiernborg, Zaldivar, and
Page 41 and 42: Stice argues that the low knowledge
Page 43 and 44: History. Sprau and Keig, contend th
Page 45 and 46: Boyatzis, R. E., Cowen, S. S., and
Page 47 and 48: Furnham, A., Jackson, C. J., and Mi
Page 49 and 50: Katz, N. (1990). Problem-solving an
Page 51 and 52: Loo, R. (2002a). A meta-analytic ex
Page 53 and 54: Rosenthal, C. S. (1999). One experi
Page 55 and 56: White, J., and Manolis, C. (1997).
Page 57 and 58: Refl ective Observation Valid Cumul
Page 59: Active Experimentation Cumulative R
Page 63 and 64: Valid Cumulative Raw Score 7 Freque
Page 65 and 66: Active 55 398 32.01 6.482 .325 31.3
Page 67 and 68: Descriptives Gender N Mean APPENDIX
Page 69 and 70: APPENDIX 4. Learning Style and Educ
Page 71 and 72: APPENDIX 5. Learning Style Type and
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