Grasha–Riechmann student learning style scales: an Argentinian version

Abstract

Purpose

The study analyses psychometric features of the Grasha–Riechmann student learning style scale. It measures the instructional preferences of students attending different educational stages.

Design/methodology/approach

The scale was translated from English to Spanish. Content and face validity evidences were analysed. After that, construct validity evidences – exploratory factor analysis, confirmatory factor analysis, factorial invariance analysis – and internal consistency were examined. Data were collected from samples composed of high school and college students from Argentina.

Findings

The adapted version, a four-factor 12-item scale, suitable to be used in local students, measures four learning styles – competitive, independent, dependent and collaborative. The model showed a better fit when compared to rival models – three-factor and six-factor. Besides, the four-factor model verified its factorial invariance in high school and college students' groups composing the sample. The internal consistency indices were adequate for every dimension (ordinal α > 0.70).

Research limitations/implications

Despite satisfactory results of the internal validity evidences and the internal consistency analysis, further studies should analyse external validity evidences – criterion and predictive evidences.

Practical implications

The adapted version of the scale is suitable to be used by teachers in order to examine learning preferences in their students. Such information will allow the adaptation of teaching methods regarding the actual students' needs.

Originality/value

The Grasha–Riechmann student learning style scale’s Argentinian adaptation is presented. It is a valid and reliable measure of learning styles suitable to be used in high school and college.

Citation

Freiberg Hoffmann, A. and Fernández Liporace, M. (2021), "Grasha–Riechmann student learning style scales: an Argentinian version", Journal of Applied Research in Higher Education, Vol. 13 No. 1, pp. 242-257. https://doi.org/10.1108/JARHE-12-2019-0325