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

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ANOVA Sum of Squares df Mean Square F Sig. Between Groups 1647.824 5 329.565 7.995 ..000 Within Groups 278696.69 6761 41.221 Total 280344.51 6766 Between Groups 3019.612 5 603.922 12.152 ..000 Within Groups 336016.02 6761 49.699 Total 339035.63 6766 Between Groups 6085.709 5 1217.142 23.133 ..000 Within Groups 355729.44 6761 52.615 Total 361815.15 6766 Between Groups 4448.907 5 889.781 20.387 ..000 Within Groups 295080.66 6761 43.645 Total 299529.56 6766 Between Groups 9818.528 5 1963.706 14.480 ..000 Within Groups 916731.00 6760 135.611 Total 926549.52 6765 Between Groups 9489.806 5 1897.961 14.104 ..000 Within Groups 909809.15 6761 134.567 Total 919298.95 6766 66 LSI Technical Manual
Descriptives Gender N Mean APPENDIX 3. Learning Style and Gender Std. Deviation Std. Error 95% Confi dence Interval for Mean Lower Bound Upper Bound Concrete M 3134 24.70 6.252 .112 24.48 24.92 F 3203 26.04 6.525 .115 25.82 26.27 Total 6337 25.38 6.426 .081 25.22 25.54 Refl ective M 3134 28.11 6.782 .121 27.87 28.35 F 3203 28.29 7.357 .130 28.03 28.54 Total 6337 28.20 7.079 .089 28.02 28.37 Abstract M 3134 33.45 7.241 .129 33.20 33.71 F 3203 31.00 7.133 .126 30.75 31.24 Total 6337 32.21 7.290 .092 32.03 32.39 Active M 3134 33.67 6.660 .119 33.44 33.91 F 3203 34.65 6.584 .116 34.42 34.88 Total 6337 34.17 6.639 .083 34.00 34.33 AC-CE M 3134 8.75 11.548 .206 8.35 9.16 F 3202 4.94 11.477 .203 4.55 5.34 Total 6336 6.83 11.668 .147 6.54 7.12 AE-RO M 3134 5.56 11.438 .204 5.15 5.96 F 3203 6.38 11.836 .209 5.97 6.79 Total 6337 5.97 11.647 .146 5.68 6.26 67
Page 1 and 2:
Abstract The Kolb Learning Style In
Page 3 and 4:
Testing Implications of Concepts in
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An individual with diverging style
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in more abstract and applied areas
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HISTORY Five versions of the Learni
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environment. The way we process the
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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 and 60: Active Experimentation Cumulative R
Page 61 and 62: Cumulative Raw Score 6 Frequency 24
Page 63 and 64: Valid Cumulative Raw Score 7 Freque
Page 65: Active 55 398 32.01 6.482 .325 31.3
Page 69 and 70: APPENDIX 4. Learning Style and Educ
Page 71 and 72: APPENDIX 5. Learning Style Type and
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