Learning Styles Questionnaire (Honey Mumford, short versioned)

Look at the following statements if they are usually true for you tick the appropriate white box
Question A P T R
I find it easy to meet new people and make new
friends

I am cautious and thoughtful
I get bored easily
I am a practical, "hands on" kind of person
I like to try things out for myself
My friends consider me to be a good listener
I have clear ideas about the best way to do things
I enjoy being the centre of attention
I am a bit of a daydreamer
I keep a list of things to do
I like to experiment to find the best way to do things
I prefer to think things out logically
I like to concentrate on one thing at a time
People sometimes think of me as shy and quiet
I am a bit of a perfectionist
I am enthusiastic about life
I would rather "get on with the job" than keep talking
about it

I often notice things that other people miss
I act first then think about the consequences later
I like to have everything in its "proper place"
I ask lots of questions
I like to think things through before getting involved
I enjoy trying out new things
I like the challenge of having a problem to solve
Activist Pragmatist Theorist Reflector
Total number of ticks

The higher scores on the learning styles format questionnaire suggest this is an area of preference. All of us use all of the
styles to a greater or lesser extent using your profile you can better i!entify learning metho!ologies suite! to your
preferences.
"hile this simple #unscientific$ instrument can be a useful !iscussion tool we woul! highly recommen! using %oney an!
&umfor!'s L() instrument this questionnaire contains *+ well researche! questions an! effective analysis.
www.peterhoney.com
'Lite' version of an A! style learning instrument
Learning (tyles )uestionnaire A,-


Please tick the white box if the statement is usually true for you.

Statements"
L # AL A# !T
"hen . make things for my stu!ies . remember what . have
learne! better.

. learn better if someone rea!s a book to me than if . rea!
silently to myself.

%aving assignment !irections written on the boar! makes them
easier to un!erstan!.

"hen . !o number problems in my hea! . say the numbers to
myself.

. un!erstan! a number problem that is written !own better than
one . hear.

. remember things . hear better than . rea!.
. woul! rather rea! a story than listen to it rea!.
.f someone tells me three numbers to a!! . can usually get the
right answer without writing them !own.

"ritten number problems are easier for me to !o than oral ones.
"riting a spelling wor! several times helps me remember it
better.

I find it easier to remember what I have heard than what I have read
I like written directions better than spoken ones
!hen I hear a phone number, I can remember it without writing it down
"eeing a number makes more sense to me than hearing a number
I like to do things like simple repairs or creative things with my hands
I would rather read things in a book than have the trainer tell me about
them

!hen I have a written number problem to do, I say it to myself to
understand it better

"eeing the price of something written down is easier for me to understand
than having someone tell me the price

I like to make things with my hands
I understand more from a group discussion than from reading about a
subject

I remember the spelling of a word better if I see it written down than if
someone spells it out loud

It makes it easier when I say the numbers of a problem to myself as I work
it out

!hen someone says a number, I really dont understand it until I see it
written down

I understand what I have learned better when I am involved in making
something for the subject

I do well on tests if they are about things I hear in the training situation
#training room$

L # AL A# !T
%otal
&y strongest preference is/ 0000000000
&y secon! preference is/ 0000000000
&y least favourite preference is/ 0000000000

%he following are descriptions of &'( learning styles which can be found in every learner to some extent %hese
descriptions will help you evaluate a persons learning style on the basis of observation %his &'( based learning
styles instrument is a tool which facilitates identifying our preferences of these learning styles )ach of the five
style areas are described here as if the individual showed a strong preference in that particular style
$es%ri&tions/

Auditory Language/ This is the person who learns from hearing wor!s spoken. 1ou may hear them vocali2ing or see
their lips or throat moving as they rea!s particularly when they are striving to un!erstan! new material. They will be
more capable of un!erstan!ing an! remembering wor!s or facts they coul! only have learne! by hearing.
isual Language/ This is the person who learns well from rea!ing wor!s in books on the chalkboar! charts or
workbooks. The in!ivi!ual may even write wor!s !own that are given orally in or!er to learn from seeing them on
paper. They ten! to remember an! use information better if they have rea! it themselves.
Auditory #umeri%al/ This person learns from hearing numbers an! oral explanations. They may remember phone an!
locker numbers with ease an! be successful with oral numbers games an! pu22les. "ritten materials are not as
important. They can probably work problems in their hea!. 1ou may hear them saying numbers to themselves or see
their lips moving as they try to un!erstan! a problem.
isual #umeri%al/ This person has to see numbers on the boar! in a book or on a paper 33 in or!er to work with
them. They are more likely to remember an! un!erstan! number facts if they have seen them. They !on't seem to nee!
as much oral explanation.
Auditory'isual'!inaestheti% (om)ination/ The A3,3- person learns best by experience 33 !oing self3involvement.
They !efinitely nee!s a combination of stimuli. The manipulation of material along with the accompanying sight an!
soun! #wor!s an! numbers seen an! spoken$ will make a big !ifference to them. They may not seem to be able to
un!erstan! or be able to keep their min! on work unless they are totally involve!. They often seek to han!le touch an!
work with what they are learning. (ometimes 4ust writing or a symbolic wiggling of the finger is a symptom of the A3,3-
learner.