Description of the Questionnaire

The Index of Learning Styles (ILS) questionnaire was developed by Dr. Richard Felder and Dr. Barbara Soloman to identify students’ preferences in the way they learn. It consists of 44 questions, examining four main dimensions of learning styles: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. For each question, participants are asked to choose between two possible answers, A or B, depending on which one best reflects their learning preference. This tool has been widely used in educational research and has been shown to be valid and reliable.

Objective

The objective of the questionnaire is to identify each learner’s personal learning style in order to support the development of appropriate learning and teaching strategies. Through understanding these preferences, both students and educators can improve the effectiveness of the learning process. At the same time, the tool promotes self-awareness and targeted enhancement of skills that may be less developed within each dimension.

Scoring

The questionnaire includes 44 A/B-type questions, eleven for each of the four dimensions. Each A or B answer corresponds to one side of a dimension. The number of selected responses for each side is counted, and the difference between them indicates the strength of the preference. The greater the difference, the stronger the preference toward that side of the dimension. The scale ranges from 1 to 11 in each direction. For example, if a dimension has 9 answers A and 2 B, the preference is strong toward the A side. A difference of 1–3 is considered a sign of flexibility, 5–7 indicates moderate preference, and 9–11 reflects a strong preference.

Data Analysis and Use

The analysis of results is based on the participant’s distinct preference in each of the four dimensions. Students with a strong preference toward one side of a dimension may benefit from instructional approaches that align with that particular style, while those with a more balanced profile may adapt more easily to various teaching methods. Educators can use the data to design activities that address multiple learning modes and differentiate their instruction, while students can use the information to improve their study strategies and comprehension techniques. The use of the tool is diagnostic rather than prescriptive, aiming to strengthen all learning styles rather than categorize learners.

Bibliography

Felder, R. M., & Soloman, B. A. (1991). Index of Learning Styles Questionnaire. North Carolina State University. https://www.webtools.ncsu.edu/learningstyles/
Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the Index of Learning Styles. International Journal of Engineering Education, 21(1), 103–112.
Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674–681.