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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 03 May 2022

Assessing Psychometric Properties of a Learning Styles Indicator vis-à-vis ELI Students within Saudian Context

Nisrin A. Hariri, Khushnoor Khan, Fariha Rehman

King Abdulaziz University, Saudi Arabia

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.06.02.740

Pages: 87-93

Keywords: Psychometric Properties, Confirmatory Factor Analysis, Discriminant Validity, Convergent Validity

Abstract

The present study focuses on studying the psychometric properties of the Learning Style Indicator (LSI). It is a cross-sectional study with a sample of 204 male/female students studying in four modules in English Language Institute (ELI) in King Abdulaziz University, Jeddah. Confirmatory Factor Analysis (CFA) was carried to study the psychometric properties of the LSI. Kuder Richardson's Cronbach's coefficient 'α’ was used to assess the reliability of the three factors of the LSI. Findings of the study revealed that three factors of the LSI had a good model fit. Hence, it is suggested that LSI is quite valid and reliable for use within the English language teaching in Saudi Arabia. This study also compares the findings of the current study with previous findings. Results of the present study will provide much-needed stimulus for future research in LSI particularly, within the English Language teaching throughout Saudi Arabia and generally in other Arab speaking countries of the region. The results of the present study will herald future research in appreciating the learning styles of Saudi EFL students.

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