Learning styles measurement for Elementary Education

Abstract This research aimed to collect evidence of validity on the analysis of the internal structure of items in a range of learning styles and to identify learning styles of these students. About 565 students in the 3rd to the 9th years of elementary school public participated in the state of Paraná. We used a Learning Styles Assessment Scale with 80 items, applied collectively. Factor analysis by principal and varimax rotation components, are divided in four structure dimensions for scale. The dimensions are grouped as follows: Dimension 1 - Environmental conditions and personal, with 22 items; Dimension 2 - Social conditions, with 11 items; Dimension 3 - instrumental conditions, with 11 items and size 4 - Conditions of activity; the items in this dimension not grouped in the expected manner, so further studies should be conducted, aimed to refining the instrument. Environmental and personal conditions were the predominant styles in this sample.

摘要 本研究旨在为多维度学习风格的项目内部结构分析收集效度证据，并对受试学生的学习风格进行识别。来自巴西巴拉那州的565名公立小学3至9年级学生参与了本次研究。本研究采用包含80个项目的学习风格评估量表（Learning Styles Assessment Scale）进行集体施测。通过主成分分析与方差最大正交旋转法开展因素分析，将该量表划分为四个结构维度，各维度分组情况如下：维度1——环境与个人条件，包含22个项目；维度2——社会条件，包含11个项目；维度3——工具性条件，包含11个项目；维度4——活动情境条件。该维度下的项目未按预期方式完成聚类，因此需开展后续研究以优化该测评工具。本次受试样本中，环境与个人条件维度为占主导地位的学习风格类型。