Background on the C.I.T.E. Learning Styles Inventory
The C.I.T.E. Learning Styles Inventory is often used to identify learning styles for adults. The
C.I.T.E. (Babich, Burdine, Albright, and Randol, 1976) was formulated at the Murdoch
Teachers Center in Wichita, Kansas to help teachers determine the learning styles preferred
by their students.
The C.I.T.E. is divided into three main areas: language, visual language, auditory numerical, visual numerical and auditory-visual language
♦ Information gathering includes auditory l, auditory numerical, visual numerical and auditory-visual-kinesthetic combination.
♦ Work conditions focus on whether a student works better alone or in a group.
♦ Expressiveness considers if a student is better at oral or written communication.
Scores on the C.I.T.E. Learning Styles Inventory fall into one of three categories: major, minor, and negligible. These categories may be defined as follows:
Major: The student prefers this mode of learning, feels comfortable with it, and uses it for important (to the student) learning. A student does not necessarily have one and only one preferred style.
Minor: The student uses this mode but usually as a second choice or in conjunction with other learning styles.
Negligible: The student prefers not to use this if other choices are available. The student does not feel comfortable with this style.
The C.I.T.E. is divided into three main areas: language, visual language, auditory numerical, visual numerical and auditory-visual language
♦ Information gathering includes auditory l, auditory numerical, visual numerical and auditory-visual-kinesthetic combination.
♦ Work conditions focus on whether a student works better alone or in a group.
♦ Expressiveness considers if a student is better at oral or written communication.
Scores on the C.I.T.E. Learning Styles Inventory fall into one of three categories: major, minor, and negligible. These categories may be defined as follows:
Major: The student prefers this mode of learning, feels comfortable with it, and uses it for important (to the student) learning. A student does not necessarily have one and only one preferred style.
Minor: The student uses this mode but usually as a second choice or in conjunction with other learning styles.
Negligible: The student prefers not to use this if other choices are available. The student does not feel comfortable with this style.
Description of the Nine Style Areas
Auditory Language These students learn from hearing words spoken. They may vocalize or move their lips or throat while reading, particularly when striving to understand new material. They will be more capable of understanding and remembering words or facts that could only have been learned by hearing.
Visual Language These students learn well from seeing words in books, on the board, charts or workbooks. They may even write down words that are given orally, in order to learn by seeing them on paper. These students remember and use information better if they have read it.
Auditory Numerical These students learn from hearing numbers and oral explanations. Remembering telephone and locker numbers is easy, and they may be successful with oral number games and puzzles. They may do just as well without their math book, for written materials are not important. They can probably work problems in their heads, and may say numbers out loud when reading.
Visual Numerical These students must see numbers on the board, in a book, or on a paper in order to work with them. They are more likely to remember and understand math facts when they are presented visually, but don’t seem to need as much oral explanation.
Auditory-Visual-Kinesthetic Combination The A-V-K students learn best by experience, doing, and self-involvement. They profit from a combination of stimuli. The manipulation of materials, along with accompanying sight and sounds (words and numbers seen and heard) will aid their learning. They may not seem to understand or be able to concentrate or work unless totally involved. They seek to handle, touch and work with what they are learning.
Individual Learner These students get more work done alone. They think best and remember more when the learning has been done alone. They care more for their own opinions than for the ideas of others. Teachers do not have much difficulty keeping them from over-socializing during class.
Group Learner These students prefer to study with at least one other student, and will not get as much done alone. They value others’ opinions and preferences. Group interaction increases their learning and later recognition of facts. Class observation will quickly reveal how important socializing is to them.
Oral Expressive These students prefer to tell what they know. They talk fluently, comfortably, and clearly. Teachers may find that they know more than written tests show. They are probably less shy than others about giving reports or talking to the teacher or classmates. The muscular coordination involved in writing may be difficult for them. Organizing and putting thoughts on paper may be too slow and tedious a task for them.
Written Expressive These learners can write fluent essays and good answers on tests to show what they know. They feel less comfortable, perhaps even stupid, when oral answers or reports are required. Their thoughts are better organized on paper than when they are given orally
Visual Language These students learn well from seeing words in books, on the board, charts or workbooks. They may even write down words that are given orally, in order to learn by seeing them on paper. These students remember and use information better if they have read it.
Auditory Numerical These students learn from hearing numbers and oral explanations. Remembering telephone and locker numbers is easy, and they may be successful with oral number games and puzzles. They may do just as well without their math book, for written materials are not important. They can probably work problems in their heads, and may say numbers out loud when reading.
Visual Numerical These students must see numbers on the board, in a book, or on a paper in order to work with them. They are more likely to remember and understand math facts when they are presented visually, but don’t seem to need as much oral explanation.
Auditory-Visual-Kinesthetic Combination The A-V-K students learn best by experience, doing, and self-involvement. They profit from a combination of stimuli. The manipulation of materials, along with accompanying sight and sounds (words and numbers seen and heard) will aid their learning. They may not seem to understand or be able to concentrate or work unless totally involved. They seek to handle, touch and work with what they are learning.
Individual Learner These students get more work done alone. They think best and remember more when the learning has been done alone. They care more for their own opinions than for the ideas of others. Teachers do not have much difficulty keeping them from over-socializing during class.
Group Learner These students prefer to study with at least one other student, and will not get as much done alone. They value others’ opinions and preferences. Group interaction increases their learning and later recognition of facts. Class observation will quickly reveal how important socializing is to them.
Oral Expressive These students prefer to tell what they know. They talk fluently, comfortably, and clearly. Teachers may find that they know more than written tests show. They are probably less shy than others about giving reports or talking to the teacher or classmates. The muscular coordination involved in writing may be difficult for them. Organizing and putting thoughts on paper may be too slow and tedious a task for them.
Written Expressive These learners can write fluent essays and good answers on tests to show what they know. They feel less comfortable, perhaps even stupid, when oral answers or reports are required. Their thoughts are better organized on paper than when they are given orally
My Result
According to the result, my major learning style is Social-Individual (score = 38). It means I get more work done alone. I think best and remember more when the learning has been done alone. I care more for my own opinions than for the ideas of others. Teachers do not have much difficulty keeping me from over-socializing during class.
In addition, I do not have any negligible learning style. Most of my other learning styles are minor learning styles. That means besides using my Major learning style, I may also use Minor learning styles or combine some of them during learning process.
In addition, I do not have any negligible learning style. Most of my other learning styles are minor learning styles. That means besides using my Major learning style, I may also use Minor learning styles or combine some of them during learning process.