Appendix C: The learning styles scale.The numbers below represent the items in the questionnaire that correspond to each of the learning style dimensions. Each column total was summed and divided by 10 to obtain the main score of each scale:

Independent Avoidant Collaborative Dependent Competitive Participant
1…… 2…… 3…… 4…… 5…… 6……
7…… 8…… 9…… 10….. 11….. 12…..
13….. 14….. 15….. 16….. 17….. 18…..
19….. 20….. 21….. 22….. 23….. 24…..
25….. 26….. 27….. 28….. 29….. 30…..
31….. 32….. 33….. 34….. 35….. 36…..
37….. 38….. 39….. 40….. 41….. 42…..
43….. 44….. 45….. 46….. 47….. 48…..
49….. 50….. 51….. 52….. 53….. 54…..
55….. 56….. 57….. 58….. 59….. 60…..

Competitive: Studenrs who learn material In order to perform better than others in the course of study. They sense they must compete with other students in a class for the rewards that are provided. Preferences: Become a group leader in the discussions, Teacher centered instructional procedures, Singled out in class for doing a full job, Like to dominate discussions, Class activities where they can perform better than others.
Collaborative: Typical of students who feel they can read by sharing thoughts and talents. They cooperate with teacher and peers and like to play with others. Preferences: Lectures with class discussions in small groups, Small seminars, Student-planned aspects of courses, Group rather than individual tasks
Avoidant: Not enthusiastic about learning content and going to class, Do not participate with students and instructors in the classroom. They are uninterested and overwhelmed by what goes on in class. Preferences: Generally turned off by most classroom activities, Would prefer no tests, Blanket grades where everyone receives a passing grade, Does not like enthusiastic teachers.
Participant: Good citizens in class. They enjoy going to class and take responsibility for getting the most out of a course. Want to convey part in as much of the course activity as potential. Preferences: Lectures with discussion, Opportunities to discuss material, Class reading assignments, Teachers who can examine and synthesize information well.
Dependent: Characteristic of students who show little intellectual curiosity and who learn only what is needed. They view teacher and peers as sources of structure and support and look to authority figures for specific guidelines on what to practice and how to manage it. Preferences: Outlines or notes on the board, Clear deadlines and instructions for assignments, Teacher centered classroom methods, As little ambiguity as possible in all facets of the class.
Independent: Students who like to think for themselves. They prefer to exercise on their own, but will heed to the minds of others in the schoolroom. Determine the content they feel is important and are sure-footed in their learning abilities. Preferences: Independent study, Prefer to go alone, Self paced instruction, Assignments that give students a chance to think independently, Projects that students can design, Student-focused rather than a teacher-centered course designs. guideline; assignments that allow understudies to think autonomously; extends that understudies can plan; understudy concentrated as opposed to educator focused course outlines [3, 18].