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新式學習偏好問卷之效度與信度驗證研究—以大學生為例

為了解決Take exercise do exe的問題，作者GERHARDUS VAN DER MERWE THOMPSON 這樣論述：

ABSTRACTBackground: The current study expanded on Dunn, Dunn & Price (1989) learning style model, in determining the validity and reliability of a newly proposed Learning Preferences Scale (LPS) based on seven dimensions with respect to the physical environmental, perceptual, emotional, hemispheric

al, personality, motivation and attitudinal learning preferences.Participants: A diverse sample of 121 full-time adult students, studying at a Taiwanese university specializing in education were recruited from three classes at the institution to complete the online LPS.Purpose: The aim of this study

was to gain insight from various theories regarding learning preference models, and instruments to synthesize a meta-learning preferences scale, and to establish its validity and reliability. The new assessment tool will provide educators with a clear direction on how to proceed with classroom mana

gement and instruction when dealing with diverse student types.Research Design: This study employed a cross-sectional design. First, a new instrument was developed. Then, its internal consistency, face validity, content validity and construct validity were tested, analyzed, and examined.Results and

Discussion: The construct validity is established by the results of Exploratory Factor Analysis (EFA) to the theoretical construct of model. The internal consistencies of each sub-scale with the meta-learning preferences scale ranged from unacceptable to good. Correlations results within each sub-sc

ale indicated the convergent and divergent validities between the factors within the sub-scale. The following preference factors are found to be correlated with learning performance: writing (perceptual), intuition (hemispheric), extraversion (personality), amotivation (motivation), participation (a

ttitude), and competitive (attitude) preferences. Gender differences were found on 5 of the sub-scales in the LPS.Conclusion: This thesis intends to develop an overcharging model of LP, which includes 6 major sub-scales (dimension) Questions for each sub-scale were designed based on independent defi

nitions according to previous research. The new LPS has good content and face validity. The construct validity was supported by the EFA results and the consistency of our model to previously proposed models. Only two sub-scales reduced the number of factors in the model. Despite the fact that the re

liabilities of the LPS can be improved, the results of this study are important to show that LP is still an important research topic to be further investigated because 5 out of the 6 major dimensions were related to learning performance. These included writing (perceptual), intuition (hemispheric),

extraversion (personality), amotivation (motivation), participation (attitude), and competitive (attitude) preferences. Furthermore, the results indicated some gender differences in the LP. These results provide guidelines for teachers to be considered when designing the instructional method, media,

and process.