Index of Learning Styles (ILS-44)

Description

The Index of Learning Styles (ILS-44) is an internationally recognized psychometric instrument developed by Dr. Richard M. Felder and Dr. Barbara A. Soloman to assess individual learning preferences based on the Felder–Silverman Learning Style Model. The questionnaire identifies the ways in which learners prefer to perceive, process, organize, and understand information, providing valuable insights into individual learning characteristics and educational needs.

The ILS-44 consists of 44 forced-choice (A/B) items, equally distributed across four fundamental learning style dimensions:

• Active – Reflective
• Sensing – Intuitive
• Visual – Verbal
• Sequential – Global

Each dimension represents a different aspect of the learning process, describing how individuals prefer to receive information, process experiences, solve problems, and construct knowledge. Rather than categorizing learners into fixed groups, the ILS-44 identifies individual preferences along each continuum, emphasizing that every learning style possesses unique strengths and that effective learning often involves developing flexibility across all dimensions.

The questionnaire is widely used in educational psychology, higher education, engineering education, distance learning, instructional design, teacher education, vocational training, and educational research. It is also an important tool for designing learner-centered educational environments, promoting differentiated instruction, and enhancing teaching effectiveness across diverse educational settings.

Analysis and Use of Data

Analysis of the Index of Learning Styles (ILS-44) involves calculating preference scores for each of the four learning style dimensions of the Felder–Silverman model.

For every dimension, the number of A and B responses is counted, and the difference between the two determines both the direction and the strength of the individual’s learning preference. Smaller differences indicate greater learning flexibility and adaptability, whereas larger differences reflect stronger preferences toward one end of a learning style dimension.

The resulting learning profile can be used to:

• personalize instructional strategies,
• improve learning effectiveness,
• enhance academic performance,
• support self-regulated learning,
• facilitate differentiated instruction,
• increase student engagement,
• design adaptive educational materials,
• develop online and blended learning environments,
• support academic advising and educational counseling, and
• evaluate instructional interventions.

In research settings, ILS-44 scores may be examined in relation to numerous educational and psychological variables, including:

• academic achievement,
• learning motivation,
• self-regulated learning,
• metacognitive skills,
• cognitive flexibility,
• problem-solving ability,
• critical thinking,
• creativity,
• learning satisfaction,
• digital learning competencies,
• instructional effectiveness, and
• student engagement.

The psychometric evaluation of the instrument typically includes assessments of internal consistency using Cronbach’s alpha, test–retest reliability, and construct validity through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Depending on the objectives of the study, additional statistical procedures may include correlation analysis, multiple linear regression, ANOVA, MANOVA, multivariate modeling, and Structural Equation Modeling (SEM) to investigate relationships between learning preferences and educational outcomes.

Purpose

The primary purpose of the Index of Learning Styles (ILS-44) is to provide a reliable and valid assessment of individual learning preferences in order to improve both teaching and learning effectiveness.

The instrument promotes learners’ self-awareness regarding their preferred approaches to learning while supporting educators in designing instructional strategies that accommodate diverse learning preferences. Rather than labeling students, the ILS-44 encourages the development of balanced learning abilities by helping learners recognize their strengths and broaden their capacity to learn effectively in different educational contexts.

Furthermore, the questionnaire is widely used in educational research to investigate the relationship between learning styles, academic performance, instructional methods, learner engagement, and educational outcomes.

Scoring

The ILS-44 consists of 44 forced-choice (A/B) items, with 11 items assigned to each of the four learning style dimensions.

For each dimension, the difference between the number of A and B responses is calculated to determine both the direction and the strength of the learning preference. Scores range from 1 to 11 toward either pole of each learning style dimension.

Score interpretation is generally as follows:

• 1–3: Balanced or Mild Preference
• 5–7: Moderate Preference
• 9–11: Strong Preference

The questionnaire does not measure intelligence, academic ability, or learning performance. Instead, it identifies how individuals naturally prefer to perceive, process, and organize information. Results should always be interpreted according to the official scoring guidelines provided by the developers of the instrument.

References

Felder, R. M., & Soloman, B. A. (1991). Index of Learning Styles Questionnaire. North Carolina State University.

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.

Felder, R. M. (1996). Matters of Style. ASEE Prism, 6(4), 18–23.

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. Learning and Skills Research Centre.