As the educational environment continues to shift toward digitalisation, students are required to develop a diverse range of skills to keep pace with global advancements. This study aims to determine the validity and reliability of a diagnostic instrument designed to assess visual, auditory, and kinaesthetic learning skills. The evaluation process ensured that all items were aligned with the study objectives and conceptually appropriate. Five experts assessed the instrument in terms of content validity, linguistic accuracy, and item construction, while 38 fifthyear students participated as the sample for reliability testing. The Content Validity Ratio (CVR) was used to measure expert consensus on item acceptability, where higher values indicated strong agreement. Given the dichotomous nature of the items, the Kuder–Richardson Formula 20 (KR-20) was applied to determine reliability. The results revealed a reliability coefficient of 0.70, indicating satisfactory internal consistency. Overall, the findings confirm that the diagnostic test is a valid and reliable tool for assessing students’ learning styles and can be further refined for broader application in future studies.
Basiron et al. (Wed,) studied this question.