Learning styles in the elderly: a research among the elderly members of a university open to seniors

• Grant number: 11/05960-7
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: June 01, 2011
• End date: December 31, 2011
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Meire Cachioni
• Grantee: Ana Luiza de Andrade
• Host Institution: Escola de Artes, Ciências e Humanidades (EACH). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

Knowing the learning styles of individuals is important, both for those who learn how to teach. In this sense, this research project aimed to identify indicators of validity and reliability of the Learning Style Inventory (Learning Style Inventory by David A. Kolb - LSI) when applied to the elderly. In addition, we sought to describe the sociodemographic characteristics of the sample, identifying the predominant learning styles of these individuals and see if there is a correlation between learning styles with the sociodemographic variables. The sample consisted of 248 individuals participating in the study "Continuing Education - Benefits of the Third Age Open University EACH USP", with funding from the National Institute of Educational Studies Teixeira (INEP) | Ministry of Education. We used a protocol that included a sociodemographic questionnaire and the Learning Style Inventory (Learning Style Inventory - LSI) by David A. Kolb. We performed descriptive statistics, inferential analysis and analysis of reliability and reproducibility. As a result, it was found that the inventory shows consistency in the grouping of statements and the formation of the learning cycle, with loss of internal consistency when exiting each question or statement. Correlations identified low test-retest reproducibility of the instrument (kappa = 37.88%). The dominant learning style was assimilated and identified the existence of an association between learning styles of older people and sex (p = 0.0372), age (p = 0.0450), schooling for males (p = 0.0155) and sex for the elderly up to the level primary education (p = 0.0166). The results of this study are in line with theoretical perspectives and findings in the literature with regard to sample characteristics and learning styles identified. In addition, contributed to the studies regarding the identification of indicators of validity and reliability of the Learning Style Inventory when used among the elderly. Future studies should be conducted in order to investigate further on the issue of learning in the elderly (AU)