Construct validity of learning styles questionnaire

Learning styles is the importance goal for enhancing and focusing to help students develop learning outcomes. The purpose of this research was to validate of the learning styles questionnaire based on the left and the right brain theory. Sample are 201 students for validating the learning styles questionnaire. The learning styles questionnaire consists of the 40 items for self-assessment. Confirmatory factor analysis was used to confirm the construct validity. The results confirmed that the construct validity of these test an excellent fit. The results show that the fitness index of validating the learning styles questionnaire were as follow: statistic of 698.12 (degrees of freedom = 641, p = 0.058), and the χ2/df ratio having a value of 1.089 indicates a good fit. The comparative fit index (CFI) is 0.977, and Tucker-Lewis coefficient (TLI) is 0.972, Root mean square error approximation (RMSEA) is 0.021, Standardized Root Mean Residual (SRMR) is 0.061. All the indicators indicated that were a goodness of fit between the empirical data and the hypothetical measurement model.


Introduction
Interdisciplinary educational neurosciences is increasingly important and valued in education [11]. Learning theory is developed with educational neuroscience research [2]. The left and the right theory (LRT) is one educational neuroscience approach to explain learning styles with neuroscience research. Herman (1996) reported that LRT comprised of thinker style (TS), organizer style (OS), humanitarian style (HS), and innovator style (IS) [6]. The learning styles (LS) has been used in education to explain individual differences in the ways students approach learning. It is assumed that instruction based in learning styles theory produces better achievement [1]. LS has been used in education to explain individual differences in the ways students approach learning. It is assumed that instruction based in learning styles theory produces better achievement [1]. Moreover LS relate with creativity, learning behavior and student's learning outcomes [4] [10]. Consequently LS are recognized as importance part to enhance student learning outcome and has become the focus of student's learning process.

Significant of the Study
Despite its wide-spread mention, one of the critical problems with learning styles theory is the lack of clear, explanatory framework [8], and only a few studies have defined the factor structure of LS [5].
To date, only a few studies have referred the factor structure of LS.

Aim of the Study
LSQ should be precisely measured to examine the nature of construct and to make valid explanations for each individual's social activity. This study aimed to validate the LSQ. The specific purposes or this study are to test the construct validity of the LSQ with the left and the right brain theory.

Sample of this Study
A total of 2,673 (N) samples of this survey research were draw from Grade 9 (n=472). Owing to incomplete response, a total of 201 cases.

Data Analysis
The rapid growing of advanced methodology would be provided the ability of researchers to analyze the construct validity. CFA was used to test the hypothesized of four-factor model consisted of 40 items in all samples. Covariance structures were fitted with the maximum likelihood method. The  [7] and Tucker-Lewis coefficient (TLI) ≥ 0.95 is good fit [12]. Moreover, Standardized Root Means Square Residual (SRMR) should not exceed 0.08 for a good fit [7]. Furthermore, Root Means Square Error of Approximation (RMSEA) value ≤ 0.06 are considered indicative of a good fit, ≤ 0.08 of fair fit, between 0.08 and 0.01 of mediocre fit and >0.01 of poor fit [7][9].

Discussion
LS is considered as the start point of learning processes because students who learned available with LS are more likely to engage learning outcomes or knowledge into long term memory at high level [11] [14]. Moreover students who are supported with learning environment to comply with student's LS can possessed information processes at high level, too [2]. Therefore LS is the important factor of student's learning. In addition, investigating the construct validity provide the further understanding of how any tool can measure and evaluate any variable [13]. This study was conducted purposively to examine the validity of the LSQ with the sample grade 9. Result reports that the LSQ are the well fit for all indicators as LSQ can measure the LS and can give the valid information for learning management in classroom. Moreover the LSQ can used pretest measurement for diagnosis student's LS in classroom.