Is context the hidden spanner in the works of educational measurement: exploring the impact of context on mode of learning preferences

Abstract

Abstract This paper examines the VARK learning preferences evaluation tool for evidence of context effect as a result of the questionnaire design using a common scenario stimulus to elicit learning preferences. Confirmatory Factor Analysis (CFA) is used to test the overall model fit of a multidimensional hierarchical model which included a context scenario effect and a non-hierarchical model which does not explicitly model a context effect. The results show that half of the scenarios in the VARK learning preferences questionnaire have significant context effect, which in turn introduce response bias. The presence of context response bias in some of the questions offers a possible explanation to the lack of consistent empirical evidence for the existence of preference styles flagged by educators, which contradicts findings from neuroscience and psychology of a convergence effect between learning modality preferences and learning approaches. The findings have significant implications for designers of learning preference tools in particular and educational measurement tools in general as they highlight the risks of the inadvertent introduction of possible response bias when implementing scenario-based evaluation tools.