Measuring preferences for visual-spatial learning
Doctorate other than PhD
Title | Measuring preferences for visual-spatial learning |
---|---|
Type | Doctorate other than PhD |
Authors | |
Author | Capp, Matt |
Supervisor | McIlveen, Peter |
Burton, Lorelle | |
Institution of Origin | University of Southern Queensland |
Qualification Name | Doctor of Education |
Number of Pages | 212 |
Year | 2016 |
Abstract | This dissertation is a report on the validation of an instrument, Visual-Spatial Learning Questionnaire (VSLQ), developed to measure preferences for visual-spatial During Study 2 a Confirmatory Factor Analysis (CFA) was conducted on the 15-item version of the VSLQ. A re-examination of the eigenvalues, Scree plot and total variance from Study 1 suggested that the 4 underlying factors should be merged to form 2 factors - organisation (disorganisation) and spatial awareness. Object-visualisation, spatial awareness, and spatial-visualisation have interrelated characteristics and were grouped together under the heading of spatial awareness. The CFA further reduced the instrument to 8-items and provided evidence of its internal consistency (NC = 2.64 [X2 = 52.98/ df = 20], p < .001, RMSEA = 0.05, CFI = .91, TLI = .84, NFI = .86, IFI = .91). During Study 3, the results of the revised 8-item version of the VSLQ were compared against the results of two other instruments designed to measure visual-spatial learning and visual-spatial ability – The results of the three studies demonstrated that the revised 8-item version of the VSLQ has both reliability, in the form of internal consistency, and construct validity. The implications of a short and reliable instrument for measuring preferences for visual-spatial learning will also be discussed. Unlike Silverman’s (2000) VSI, the revised 8-item version of the VSLQ has demonstrated reliability and validity. As such, classroom teachers in secondary schools who use the instrument can trust that a student identified as having a preference for visual-spatial learning will most likely achieve success if visual-spatial teaching methods are used within the classroom. The revised 8-item version of the VSLQ is half the length of Silverman’s (2000) VSI. As such, it is quicker to use for classroom |
Keywords | VSLQ, EFA, CFA, reliability, construct validity, secondary school |
ANZSRC Field of Research 2020 | 460806. Human-computer interaction |
390402. Education assessment and evaluation | |
390306. Secondary education | |
Byline Affiliations | School of Linguistics, Adult and Specialist Education |
https://research.usq.edu.au/item/q4qyx/measuring-preferences-for-visual-spatial-learning
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