Administering the PEPS

The PEPS learning style inventory measures how students learn best. Each preference is explained in detail in the PEPS profile which is generated for each student.  It is suggested that faculty take the PEPS and read over the profile to gain a personal understanding of this assessment and the factors affecting learning style.  Once the PEPS has been taken, you can access the profile on your Instructor Home Page. 


This assessment, first created at St. John’s University in the mid-1970’s, has extensive research on effectiveness and implications for educational practice.  To see a summary of this research and applications, visit: 


Administration of the PEPS

The PEPS Learning Style Inventory is integrated into Chapter 2 of CollegeScope and included in the printed texts that have college success topics. For printed texts, have students use the access code located on the inside of the front cover. Explain to students that the purpose of the inventory is to discover how they learn best.  This information will be helpful in working on challenging tasks or new or difficult material in college and in continued learning in adult life.  There is nothing good or bad about any of the scores on the profile.  They just describe the kind of environment in which students prefer to work or learn. Like a fingerprint, everyone has a unique style, and it is important to know what that style is.

The inventory consists of 60 rating items.  Most students will complete the PEPS in 20-30 minutes.  It is recommended that students take the assessment when they are not tired and have plenty of time to complete it.  Here are some points to stress when giving students directions for taking the PEPS:


Interpretation of the PEPS


The results of the PEPS Learning Style Inventory are available immediately and are included in the Student Portfolio.  The results of this inventory are also used to personalize the material in the chapter on learning style and intelligence.  The learning style profile includes the PEPS Learning Style Inventory Preference Summary Chart that is easy to read.  Strong preferences have scores that are 60 or higher or 40 or lower and are shaded in green.  Usually students will have 6 or 7 factors that are important to them and have a significant impact on how they learn.  Scores between 40 and 60 indicate no preference and are shaded in gray.  Each preference is explained in detail along with suggestions for improving learning based on the preference. 


It is suggested that faculty review the learning style charts of the students in the class to match as much as possible the teaching strategies and the learning style of students in the class.  If there are a variety of learning styles, vary the teaching techniques to match all of the possible learning styles.  Consider varying classroom projects to match different learning styles.  For example, a final project could be accepted as a written paper, a visual presentation, an audio presentation or a community service project.  


It is suggested that students summarize the results of the inventory by writing a description of their learning style including their ideal learning environment.  Classroom exercises that help students to clarify their learning style and related learning strategies are included in the Instructor Manual in the section, Learning Style and Intelligence.