Learning style preferences of gifted and general elementary school students in Korea and the U.S. with cross -cultural validation of translated Learning Style Inventory (LSI)

Hee-Jung Kim, Purdue University

Abstract

This study conducted a cross-validation of the Learning Style Inventory (LSI) version 3 - ES (Renzulli, Rizza, & Smith, 2002) and compared the preferred learning styles of gifted and general elementary students in Korea and the United States. The LSI was translated from English into Korean, translated back into English, and then submitted to a committee of experts for review. The Korean version of the LSI was administrated to 1,017 Korean students in grades 3 through 6. U.S. data was obtained from the authors of the original LSI. The results indicated that the scales possessed acceptable internal consistency estimates for both Korean and U.S. data. The confirmatory factor analysis (CFA) for Korean and U.S. LSI scores yielded good model fit of the data. Multi-sample confirmatory factor analysis (MCFA) revealed the same structure across Korean and U.S. groups for the LSI scores but did not provide evidence for perfect measurement equality across groups. The results of multivariate analysis of variance (MANOVA) for giftedness by nationality revealed statistically significant differences between gifted and general student groups in learning style preferences, as well as nationality differences. The results of a discriminant function analysis (DFA) demonstrated that Peer Teaching, Drill & Recitation, and Instruction through Technology contributed to discrimination between the gifted group and the general group and that Instruction through Technology, Direct Instruction, Simulation, and Independent Study were statistically significant predictors between the Korean and the U.S. groups. This study suggests that LSI yields valid and reliable scores regarding the learning styles of Korean and U.S. students, and thus can be used for cross-cultural research. The results can be applied to instructional techniques on constructs important in gifted education. Additionally, this study provides data regarding how gifted and general students differ in their learning styles. Furthermore, this study may support educators’ understanding of different student responses to various cultural contexts and help them devise more effective instruction that engages a wider range of gifted students.

Degree

Ph.D.

Advisors

Gentry, Purdue University.

Subject Area

Educational tests & measurements|Elementary education|Educational psychology

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