The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

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    11 Citations (Scopus)

    Abstract

    Purpose: The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach: Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings: Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications: There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value: The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

    Original languageEnglish
    Pages (from-to)490-506
    Number of pages17
    JournalQuality Assurance in Education
    Volume24
    Issue number4
    DOIs
    Publication statusPublished - 2016

    Keywords

    • Higher education
    • Learning
    • Learning style
    • Learning style questionnaire
    • UAE university
    • Undergraduates
    • United Arab Emirates

    ASJC Scopus subject areas

    • Education

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