Inventarios de estilos de aprendizaje: una actualización de la matriz de fiabilidad y validez de Coffield, Moseley, Hall, y Ecclestone

• Francisco J. Álvarez-Montero ^[1] ; María G. Leyva-Cruz ^[1] ; Flérida Moreno-Alcaraz ^[1]
  1. [1] Universidad Autónoma de Sinaloa

     Universidad Autónoma de Sinaloa

     México

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 16, Nº. 46, 2018, págs. 597-629
• Idioma: español
• DOI: 10.25115/ejrep.v16i46.2237
• Títulos paralelos:
  • Learning Styles Inventories: an update of Coffield, Moseley, Hall, & Ecclestone’s Reliability and Validity Matrix
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Introducción. Una de las muchas nociones que se han introducido en educación en los últimos 50 años, es la de los estilos de aprendizaje. Esta idea es muy popular y goza de buena aceptación. Sin embargo, desde una perspectiva científica esta noción es muy controversial. En este sentido, Coffield, Moseley, Hall, y Ecclestone, realizaron la primera revisión sistemática sobre el tema, y mostraron que los instrumentos psicométricos de estilos de aprendizaje son no tienen niveles adecuados de fiabilidad y validez. Sin embargo, los resultados de su revisión no han sido actualizados desde 2004. Esta contribución presenta una revisión sistemática de estos aspectos para el periodo 2005-2010, con el objetivo de actualizar la información sobre el tema.

    Método. Se examinaron 58 documentos que contenían suficiente información sobre fiabilidad y validez acerca de los siguientes inventarios: el LSI de Kolb, el ILS de Felder, el TSI de Sternberg, los inventarios sensoriales tipo VAK-VAKT-VARK, los inventarios del modelo de Entwistle (ASSIST, LASSI y RASI), el SPQ de Biggs, el LSQ de Honey y Mumford y el Delineador de Estilos de Gregorc (GSD).

    Resultados. El análisis de las propiedades psicométricas señala que: (1) más de la mitad de los inventarios escrutados carece de consistencia interna y validez predictiva, (2) alrededor del 31% no tiene fiabilidad test-retest, (3) no hay evidencia acerca de por lo menos un criterio de fiabilidad y validez para cerca del 31% de ellos, (4) el perfilador de estilos de aprendizaje de Jackson (LSP) sigue siendo un inventario sin evidencia en todos criterios de fiabilidad y validez.

    Discusión y conclusiones. A pesar de la popularidad y aceptación de los estilos de aprendizaje, la recomendación inicial hecha hace 14 años por Coffield, Moseley, Hall, y Ecclestone, de no basar las intervenciones pedagógicas tomando como referencia únicamente a alguno de los instrumentos de estilos de aprendizaje sigue siendo válida.

  • English

    Introduction. One of the many notions that have been introduced in education in the last 50 years is that of learning styles. This idea is very popular and enjoys good acceptance. However, from a scientific perspective this notion is very controversial. In this sense, Coffield, Moseley, Hall, and Ecclestone, made the first systematic review on the subject, and showed that the psychometric instruments of learning styles do not have adequate levels of reliability and validity. However, the results of their review have not been updated since 2004. This contribution presents a systematic review of these aspects for the 2005-2010 period, with the aim of updating the information on the subject.

    Method. Fifty-eight documents were examined, which contained enough information about the reliability and validity of the following inventories: Kolb’s LSI, Felder’s ILS, Sternberg’s TSI, the VAK-VAKT-VARK sensory inventories, the inventories based on the model proposed by Entwistle (ASSIST, LASSI and RASI), Biggs’ SPQ, Honey and Mumford’s LSQ and Gregorc’s Style Delineator (GSD).

    Results. The analysis of the psychometric properties indicates that: (1) more than half of the inventories surveyed lack internal consistency and predictive validity, (2) around 31% have no test-retest reliability, (3) there is is no evidence on a at least one reliability and validity criteria for close to 31 % of them (4) Jackson’s Learning Styles Profiler (LSP) remains an inventory without evidence on all reliability and validity criteria measures.

    Discussion and Conclusion. Despite the popularity and acceptance of learning styles, the initial recommendation made 14 years ago by Coffield, Moseley, Hall, and Ecclestone, of not basing pedagogical interventions solely on any of the learning styles instruments is still valid.

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