THE DESIGN AND NORMING OF THE SELF-ASSESSMENT SCALE OF LEARNING STYLES

The object of the research is the design and norming of the self-assessment scale of learning styles. Subjects of this research include 591 individuals of Iranian students (female/male) in the fields of the basic sciences and the humanities whom they have been selected by the multistage cluster sampling.
A questionnaire was made by using the Meta analysis and analyzed by principle component analysis method.
To develop the scale, the Principal Component Analysis, Inter-item correlation, Correlation coefficient and Cronbach’s alpha methods were used. The results show that the learning styles for students can be divided into ten comprehensive factors. The factors named as challenging preference, verbal interaction, analytic, controlled, logical reasoning, objective pragmatism, social, self-assertiveness, holistic synthetic and artistic styles. The total of these factors explicates 52.109% of the shared variance. The divergent validity and Alpha coefficient (equal to 0.91) were used in order to survey validity and reliability of the questionnaire which indicate the adequacy of this scale. Also, the results of the MANOVA method indicated that between sexuality and field of study are significant relationship in some learning styles.
According the research we design the software for computer or web based assessment. Based on the scale and software, each student can check his/her learning styles and prepare an action plan for developing or improving the styles.