Abstract
Various authors have indicated the need for and value of identifying the learning style preferences of individual learners. Similar needs have been voiced in the South African context.The focal point of this study was the development of a normative instrument for predicting the preferred learning styles of individuals. Secondary aims were
to determine whether there are differences between groups formed on the basis of gender, academic qualifications and functional disciplines as far as their learning style preferences are concerned. Based on a review of the literature and an existing questionnaire, namely the Learning Style Inventory (LSI 85), the Learning Style Preference Questionnaire (LSPQ) consisting of 136 items was developed and administered to respondents (N=542) in a large organisation. The LSPQ was subjected to a principal factor analysis and six factors were obtained.The six factors were
rotated to simple structure by means of the Direct Oblimin procedure. The matrix of intercorrelations of the six factors was subjected to a second-order factor analysis and yielded a single factor. Six scales were constructed corresponding to the six factors. These scales were subjected to item analysis and yielded reliability coefficients that ranged from 0,809 to 0,939 according to Cronbach’s coefficient alpha. The implications of the findings are discussed.