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Learning Style Questionnaire

The document is a learning style questionnaire that asks respondents to rate how often certain statements apply to them in order to determine their preferred learning modality. It consists of three sections addressing visual, auditory, and kinesthetic preferences. The respondent scored highest in the auditory section, indicating an auditory learning style. The summary provides an overview of the document's purpose and key findings in 3 sentences.

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Arturo López Salzar
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100 views

Learning Style Questionnaire

The document is a learning style questionnaire that asks respondents to rate how often certain statements apply to them in order to determine their preferred learning modality. It consists of three sections addressing visual, auditory, and kinesthetic preferences. The respondent scored highest in the auditory section, indicating an auditory learning style. The summary provides an overview of the document's purpose and key findings in 3 sentences.

Uploaded by

Arturo López Salzar
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Style Questionnaire

The modality (learning channel preference) questionnaire reproduced here is by O’Brien (1985). To
complete, read each sentence carefully and consider if it applies to you. On the line in front of each
statement, indicate how often the sentence applies to you, according to the chart below. Please
respond to all questions.

1 2 3
Never applies to me. Sometimes applies to me. Often applies to me.

SECTION ONE:

1. 1 I enjoy doodling and even my notes have lots of pictures and arrows in them.
2. 2 I remember something better if I write it down.
3. 1 I get lost or am late if someone tells me how to get to a new place, and I don’t write down
the directions.
4. 1 When trying to remember someone’s telephone number, or something new like that, it
helps me to get a picture of it in my mind.
5. 2 If I am taking a test, I can “see” the textbook page and where the answer is located.
6. 1 It helps me to look at the person while listening; it keeps me focused.
7. 2 Using flashcards helps me to retain material for tests.
8. 2 It’s hard for me to understand what a person is saying when there are people talking or
music playing.
9. 1 It’s hard for me to understand a joke when someone tells me.
10. 3 It is better for me to get work done in a quiet place.

Total: 16

SECTION TWO:

1. 1 My written work doesn’t look neat to me. My papers have crossed-out words and
erasures.
2. 2 It helps to use my finger as a pointer when reading to keep my place.
3. 2 Papers with very small print, blotchy dittos or poor copies are tough on me.
4. 2 I understand how to do something if someone tells me, rather than having to read the
same thing to myself.
5. 1 I remember things that I hear, rather than things that I see or read.
6. 2 Writing is tiring. I press down too hard with my pen or pencil.
7. 1 My eyes get tired fast, even though the eye doctor says that my eyes are ok.
8. 2 When I read, I mix up words that look alike, such as “them” and “then,” “bad” and “dad.”
9. 2 It’s hard for me to read other people’s handwriting.
10. 2 If I had the choice to learn new information through a lecture or textbook, I would choose
to hear it rather than read it.

Total 17

Continue with Section Three on the reverse side


SECTION THREE:

1. 1 I don’t like to read directions; I’d rather just start doing.


2. 1 I learn best when I am shown how to do something, and I have the opportunity to do it.
3. 1 Studying at a desk is not for me.
4. 2 I tend to solve problems through a more trial-and-error approach, rather than from a
step-by-step method.
5. 3 Before I follow directions, it helps me to see someone else do it first.
6. 1 I find myself needing frequent breaks while studying.
7. 1 I am not skilled in giving verbal explanations or directions.
8. 2 I do not become easily lost, even in strange surroundings.
9. 1 I think better when I have the freedom to move around.
10. 2 When I can’t think of a specific word, I’ll use my hands a lot and call something a “what-
cha-ma-call-it” or a “thing-a-ma-jig.”

Total 15

SCORING:

Now, add up the scores for each of the three sections and record below. The maximum score in any
section is 30 and the minimum score is 10. Note the preference next to each section.

Section One score: 16 (Visual)


Section Two score: 17 (Auditory): Auditivo
Section Three score: 15 (Kinesthetic)
EVALUATING THE LEARNING STYLE QUESTIONNAIRE

The modality type with the highest score indicates your preferred learning channel. The higher the
score, the stronger the preference. If you have relatively high scores in two or more sections, you
probably have more than one strength. If the scores in the sections are roughly equal, you probably
do not have a preferred learning channel; you are a multi-sensory learner.

The following table summarizes the observable characteristic indicative of the three learning styles. It
provides an informal means of assessing your preferred approach to learning.

MODALITY VISUAL AUDISTORY KINESTHETIC


(Hands-on)
PREFERRED Learns by seeing or Learns through verbal Learns by doing and
LEARNING STYLE watching instructions from self or direct involvement.
demonstrations others.
SPELLING Recognizes words by Uses a phonics Often is a poor speller;
sight; relies on approach has auditory writes words to
configurations of words. word attack skills. determine if they “feel”
right.
READING Likes description; Enjoys dialogue and Prefers stories where
sometimes stops plays; avoids lengthy action occurs early;
reading to stare into descriptions; unaware fidgets while reading;
space and imagine of illustrations; moves not an avid reader.
scene; intense lips or sub-vocalizes.
concentration.
HANDWRITING Tends to be a good, Has more difficulty Good initially, but
particularly when learning in initial deteriorates when
young; spacing and stages; tends to write space becomes
size are good; lightly. smaller; pushes harder
appearance is on writing instrument.
important.
MEMORY Remember faces, but Remembers names, Remembers best what
forgets names; writes but forgets faces; was done, but not what
things down; takes remembers by auditory was seen or talked
notes. repetition. about.
IMAGERY Vivid imagination; Sub-vocalizes; Imagery not important;
thinks in pictures; imagines things in images that do occur
visualizes in detail. sounds; details are less are accompanied by
important. movement.

DISTRACTABILITY Unaware of sounds; Easily distracted by Not attentive to visual


distracted by sounds. or auditory presentation
movement. so may seem
distracted.
PROBLEM Deliberate; plans in Talks problems out; Attacks problem
SOLVING advance; organizes tries solutions verbally physically; impulsive;
thoughts by writing or sub-vocally; talks self often selects solution
them; lists problems. through problems. involving greatest
activity.
RESPONSE TO Stares or doodles; finds Hums, talks to self, or Fidgets or finds reasons
PERIODS OF something. talks to others. to move.
INACTIVITY
RESPONSE TO Looks around or Talks about situation; Tries things out;
NEW SITUATIONS examines structure. discusses pros and touches, feels or
cons of what to do. manipulates.

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