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Learning Style Questionnaire

This document contains a learning style questionnaire to help determine if a person has a visual, auditory, or kinesthetic learning preference. It consists of 30 statements about learning habits and preferences. Respondents rate how often each statement applies to them on a scale of 1 to 5. After completing all questions, respondents tally their scores in each section and the highest section score determines their preferred learning modality. The questionnaire also provides descriptions of characteristics common to each of the three learning styles.

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Leona Dela Cruz
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2K views3 pages

Learning Style Questionnaire

This document contains a learning style questionnaire to help determine if a person has a visual, auditory, or kinesthetic learning preference. It consists of 30 statements about learning habits and preferences. Respondents rate how often each statement applies to them on a scale of 1 to 5. After completing all questions, respondents tally their scores in each section and the highest section score determines their preferred learning modality. The questionnaire also provides descriptions of characteristics common to each of the three learning styles.

Uploaded by

Leona Dela Cruz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: ________________________________________ (Optional) Section: _______________

Learning Style Questionnaire

The modality (learning channel preference) questionnaire reproduced here is by O’Brien (1985). To complete,
read each sentence carefully and consider if it applies to you. On the line in front of each statement, indicate
how often the sentence applies to you, according to the chart below. Please respond to all questions.

5 Always
4 Often
3 Sometimes
2 Rarely
1 Never

Statements 1 2 3 4 5
1. I enjoy doodling and even my notes have lots of pictures and arrows
in them.
2. I remember something better if I write it down.
3. I get lost or am late if someone tells me how to get to a new place,
and I don’t write down the directions.
4. When trying to remember someone’s telephone number, or
something new like that, it helps me to get a picture of it in my mind.
5. If I am taking a test, I can “see” the textbook page and where the
answer is located.
6. It helps me to look at the person while listening; it keeps me focused.
7. Using flashcards helps me to retain material for tests.
8. It’s hard for me to understand what a person is saying when there are
people talking or music playing.
9. It’s hard for me to understand a joke when someone tells me.
10. It is better for me to get work done in a quiet place.

Total ____ ___

Statements 1 2 3 4 5
11. My written work doesn’t look neat to me. My papers have crossed-
out words and erasures.
12. It helps to use my finger as a pointer when reading to keep my place.
13. Papers with very small print, blotchy dittos or poor copies are tough
on me.
14. I understand how to do something if someone tells me, rather than
having to read the same thing to myself.
15. I remember things that I hear, rather than things that I see or read.
16. Writing is tiring. I press down too hard with my pen or pencil.
17. My eyes get tired fast, even though the eye doctor says that my eyes
are ok.
18. When I read, I mix up words that look alike, such as “them” and
“then,” “bad” and “dad.”
19. It’s hard for me to read other people’s handwriting.
20. If I had the choice to learn new information through a lecture or
textbook, I would choose to hear it rather than read it.

Total ____ ___


Statements 1 2 3 4 5
21. I don’t like to read directions; I’d rather just start doing.
22. I learn best when I am shown how to do something, and I have the
opportunity to do it.
23. Studying at a desk is not for me.
24. I tend to solve problems through a more trial-and-error approach,
rather than from a step-by-step method.
25. Before I follow directions, it helps me to see someone else do it
first.
26. I find myself needing frequent breaks while studying.
27. I am not skilled in giving verbal explanations or directions.
28. I do not become easily lost, even in strange surroundings.
29. I think better when I have the freedom to move around.
30. When I can’t think of a specific word, I’ll use my hands a lot and
call something a “what-cha-ma- call-it” or a “thing-a-ma-jig.”

Total ____

SCORING:

Now, add up the scores for each of the three sections and record below. The maximum score in any section is
30 and the minimum score is 10. Note the preference next to each section.

Section One score: _____(Visual)


Section Two score: ______(Auditory)
Section Three ______(Kinesthetic)
score:
EVALUATING THE LEARNING STYLE QUESTIONNAIRE

The modality type with the highest score indicates your preferred learning channel. The higher the score, the
stronger the preference. If you have relatively high scores in two or more sections, you probably have more
than one strength. If the scores in the sections are roughly equal, you probably do not have a preferred learning
channel; you are a multi-sensory learner.

The following table summarizes the observable characteristic indicative of the three learning styles. It provides
an informal means of assessing your preferred approach to learning.

MODALITY VISUAL AUDISTORY KINESTHETIC


(Hands-on)
PREFERRED Learns by seeing or Learns through verbal Learns by doing and
LEARNING STYLE watching demonstrations instructions from self or direct involvement.
others.
SPELLING Recognizes words by Uses a phonics approach Often is a poor speller;
sight; relies on has auditory word attack writes words to determine
configurations of words. skills. if they “feel” right.
READING Likes description; Enjoys dialogue and Prefers stories where
sometimes stops reading plays; avoids lengthy action occurs early;
to stare into space and descriptions; unaware of fidgets while reading; not
imagine scene; intense illustrations; moves lips an avid reader.
concentration. or sub-vocalizes.
HANDWRITING Tends to be a good, Has more difficulty Good initially, but
particularly when young; learning in initial stages; deteriorates when space
spacing and size are good; tends to write lightly. becomes smaller; pushes
appearance is important. harder on writing
instrument.
MEMORY Remember faces, but Remembers names, but Remembers best what was
forgets names; writes forgets faces; remembers done, but not what was
things down; takes notes. by auditory repetition. seen or talked about.
IMAGERY Vivid imagination; thinks Sub-vocalizes; Imagery not important;
in pictures; visualizes in imagines things in images that do occur are
detail. sounds; details are less accompanied by
important. movement.

DISTRACTABILITY Unaware of sounds; Easily distracted by Not attentive to visual or


distracted by movement. sounds. auditory presentation so
may seem distracted.
PROBLEM Deliberate; plans in Talks problems out; tries Attacks problem
SOLVING advance; organizes solutions verbally or sub- physically; impulsive;
thoughts by writing them; vocally; talks self through often selects solution
lists problems. problems. involving greatest activity.
RESPONSE TO Stares or doodles; finds Hums, talks to self, or Fidgets or finds reasons to
PERIODS OF something. talks to others. move.
INACTIVITY
RESPONSE TO Looks around or examines Talks about situation; Tries things out; touches,
NEW SITUATIONS structure. discusses pros and cons of feels or manipulates.
what to do.

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