Learning style assessment measures the preferences for specific ways of learning in selected teachinglearning situations. The Learning Styles Inventory, which was constructed based on the Canfield model of learning style, assesses learning preferences that focus on selected motivational and environmental factors present in formal instructional situations. The study presented here was designed to determine the reliability and construct validity of Canfield's ipsative inventory, and an alternate normative form developed by the authors. Results suggest that the alternate form is at least as reliable as the original ipsative inventory, with a factor structure that is congruent with the Canfield learning styles model.
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