Supported and if it is to be appropriately used with samples ofĬonsistent with Joniak and Isaksen (1988) and O'Brien (1990), the GSD did notĭisplay sufficient empirical evidence to validate the instrument's scores or toĬonfirm Gregorc's theoretical interpretation of four learning style channels orĭimensions. Overall, there was little support for the GSD's theoretical basis orĭesign and the concomitant accurate portrayal of one's cognitive learningĪr more work is needed on the GSD if indeed two bipolarĭimensions and Gregorc's mediational or channel theory are to be empirically In the post hoc exploratoryįactor analyses, many of the factor pattern/structure coefficients wereĪmbiguously associated with two or more of the four theoretical channels as Represents what is intended by theoretical account of the construct beingīoth the two- and four-factor confirmatory models. The offered theory claims it is (whether each construct in the model 'adequately Whether evidence can show that what the instrument is measuring is at all what 80 as a 'good' cutoff value for our psychometric 70Ĭan be considered 'adequate,' for the purposes of this study we considered a 66, respectively, on allįor internal consistency reliability estimates, although an alpha level of. This study's alpha coefficientsĪre consistent with those reported by O'Brien (1990) and Joniak and Isakson In this study, theĬronbach's alpha coefficients on all scales or channels ranged from. (measured twice with intervals ranging from 6 hours to 8 weeks) and alphaĬoefficients of. Gregorc (1982c) reported test-retest correlation coefficients of. (which may be, but is 'not necessarily what it is supposed to be Whether evidence can show that an instrument is repeatably measuring something Internal consistency or reliability concerns On those done earlier by O'Brien (1990) and Joniak and Isakson Reio and Wiswell (2006) report on their own independent study and Use of this instrument would be to provide an example of how not toĬonstruct assessment tool.' Studies by others New experimental work) concluded of Gregorc's design, 'the most appropriate

(Gregorc's, Myers Briggs, Kolb LSI, and an LSI byĬanfield) by review of their published supporting studies (i.e., without Timothy Sewall, in a comparison of four learning style assessments This problematic method was adopted again in a subsequent comparativeĪnalysis by the author (Gregorc, 1982c) and also yielded what GregorcĬonsidered positive results-29% strongly agreeing, 57% agreeing, 14% unsure,ĭisagreeing. Subjectively rated agreement attributes were reported to be between. The correlations of the instrument's general results and the Individual's subjective agreement that their learning style profile tends toįit them). GSD scores with an untested self-assessment scale to establish the instrument'sįace validity for each individual (i.e., the instrument's results versus an Gregorc interviewed several hundred participants.

Initial assessments made during the instrument's early development in which Other psychometric analysis of the GSD has been limited to Gregorc's (1979) With the exception of Joniak and Isakson (1988) and O'Brien (1990), the only Self-published and sold by Gregorc Associates. Validity of his instrument and model are presented in hisĭevelopment, Technical, and Administration Manual, The design, conduct, and results of Gregorc's original testing of the With rather different axes and interpretation can be seen in the Materials available from Gregorc Associates.Ī similarly structured (two-axis, four-style) learning style model The resulting quadrants are the 'styles':ĭescriptions of the characteristics of these styles can be found in the Scoring the responses will give values for a model with two axes: a That elicits responses to a set of 40 specific The Gregorc Style Delineator is a self-scoring written instrument Mind Styles Model and Gregorc Style Delineator He is president of Gregorc Associates, Inc., in Columbia, Connecticut. He was an associate professor of education administration at the University of Illinois at Urbana-Champaign and associate professor of curriculum and instruction at the University of Connecticut. He has taught mathematics and biology and has been principal of a laboratory school for gifted youth. The model tries to match education to particular learning styles, as identified by Gregorc. He is best known for his disputed theory of a Gregorc is an American who has taught educational administration. Miami University (Ohio), Kent State University (Ohio).Īnthony F.

Abstract random learning style