Description of the Questionnaire

The PEPS (Productivity Environmental Preference Survey) is a standardized and psychometrically validated assessment tool developed by Dunn, Dunn, and Price. Its purpose is to capture individual preferences regarding the ideal environmental and personal conditions that enhance productivity in learning or working contexts. The tool is based on the Dunn & Dunn Learning Style Model and examines five main domains: environmental conditions (such as lighting, sound, temperature, and room design), emotional characteristics (such as motivation and persistence), social preferences (such as working alone or in a group), physiological needs (such as time-of-day preference, mobility, and sensory modality), and psychological processing tendencies (such as global or analytic information processing).

Data Analysis and Usage

The questionnaire uses a five-point Likert scale, where participants express the degree of preference or agreement with specific statements. The data collected can be used to analyze individual learning or working profiles, adapt teaching methods, improve the design of work or educational environments, and support research in fields such as education, psychology, and human resource management. Data analysis may include mean scores, standard deviations, t-tests, analysis of variance (ANOVA), and factor analysis to identify correlations and patterns.

Objective

The objective of the questionnaire is to identify the individual factors that contribute to maximizing a person’s productivity in learning or work settings. Through this process, it becomes possible to personalize the educational or professional experience, enhance intrinsic motivation, adapt the environment to individual needs, and support more effective time and energy management.

Scoring

Responses are scored on a five-point scale, usually from 1 to 5, where 1 represents no or very low preference and 5 represents a very high preference. The answers are grouped by thematic categories to form the overall learning or working profile of each participant. Interpretation of the results is based on average scores per category and helps identify strong preferences and potential adaptation needs.

Bibliography

Dunn, R., & Dunn, K. (1992). Teaching Secondary Students Through Their Individual Learning Styles: Practical Approaches for Grades 7–12. Allyn & Bacon.
Price, G. E., Dunn, R., & Dunn, K. (1991). Productivity Environmental Preference Survey (PEPS): An Inventory for the Identification of Individual Adult Preferences in a Learning Environment. Price Systems.
Lovelace, M. (2005). Meta-Analysis of Experimental Research Based on the Dunn and Dunn Learning-Style Model, 1980–2000. The Journal of Educational Research, 98(3), 176–183.
Dunn, R., Griggs, S. A. (2003). Synthesis of the Dunn and Dunn Learning-Style Model Research: Who, What, When, Where, and So What? St. John’s University.