Description

The Questionnaire for Identifying Students’ Dominant Sensory Learning Type is an educational tool designed to explore students’ preferences regarding how they receive, process, and use information during the learning process. Its purpose is to provide an indicative picture of the types of stimuli and learning activities that may facilitate learning for each student.

The questionnaire focuses mainly on three sensory categories: the visual type, associated with images, diagrams, maps, and other visual representations; the auditory type, related to listening, oral presentation, and discussion; and the kinesthetic type, characterized by a preference for experiential learning, practical activities, and active participation.

Scoring and Interpretation

Responses are grouped according to the corresponding sensory dimensions, and a separate score is calculated for each category. The highest score may indicate the student’s dominant learning preference, while similar scores across two or more categories may suggest a mixed or multimodal learning profile.

The results should preferably be interpreted as indicative rather than as a rigid classification of students into fixed “learning types.” They can be used to support reflection on learning preferences and to encourage the use of varied teaching methods.

Applications

The questionnaire may be used by teachers and students to gain a better understanding of individual learning preferences and to support the design of more differentiated educational activities. It can also contribute to greater student engagement by encouraging the use of multiple forms of information presentation and classroom participation.

Validity and Reliability

The validity and reliability of questionnaires assessing sensory learning preferences vary depending on the specific instrument used. Many such tools rely on non-standardized approaches. The source document also notes that more recent research does not provide sufficient evidence to support the absolute effectiveness of adapting instruction exclusively to sensory learning types. Therefore, the questionnaire is best used as a supportive and indicative educational tool, rather than as a diagnostic instrument.

References

Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137–155.

Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles.

Coffield, F., et al. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.