Relationships between teachers’ perceived leadership style, students’ learning style, and academic achievement: a study on high school students

Yıldırım, Osman; Acar, Ahmet; Bull, Susan; Sevinc, Levent

doi:10.1080/01443410701417945

Cited by 25 publications

(20 citation statements)

References 14 publications

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“…However, the study revealed no results supporting a significant relationship between achievement scores and learning styles. In this respect, the findings of this study are similar to those of Yildirim et al's (2008) that their study investigated the relationship between achievements and preferred learning styles of a group of Turkish learners, but found no significant relationship. On the other hand, there are studies (i.e., Tatarinceva, 20014), which report a significant relationship between achievement and learning style.…”

Section: Learning Styles and The Variables Of Gender Grade Level Andsupporting

confidence: 88%

“…Despite the fact that learning styles have been a popular area of investigation all around the world, relatively few studies have been carried out in Turkey to date (i.e., Akgün, 2002;Arslan, 2003;Baykan & Naçar, 2007;Gencel, 2006;Demirkan & Demirbaş, 2007;Kara, 2009;Mutlu, 2005;Yildirim et al, 2008). A selected review of the studies conducted in the Turkish context is presented in this section of the paper.…”

Section: Studies On Learning Styles Of Turkish Language Learnersmentioning

confidence: 99%

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A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

İnal

Büyükyavuz

Tekin

2015

AJTE

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Section: Learning Styles and The Variables Of Gender Grade Level Andsupporting

confidence: 88%

Section: Studies On Learning Styles Of Turkish Language Learnersmentioning

confidence: 99%

A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

İnal

Büyükyavuz

Tekin

2015

AJTE

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“…Evidence for a positive relationship between school leadership and student achievement in contexts outside the USA has been reported in several single-site studies (e.g. Kythreotis, Pashiardis, and Kyriakides 2010;Yildirim et al 2008). But does leadership matter for closing achievement gaps and promoting equitable learning?…”

Section: Factors Affecting Schools' Ses-bridging Abilitymentioning

confidence: 99%

The role of schools in bridging within-school achievement gaps based on socioeconomic status: a cross-national comparative study

Huang

Sebastian

2014

Compare: A Journal of Comparative and International Education

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Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement. Relatively few studies have examined international differences in the importance of schools in bridging achievement gaps based on socioeconomic status (SES). Using PISA 2012 data, this study examines the role of schools in bridging within-school SES gaps in achievement and compares findings across 61 countries. Contrary to prior research, we find that schools may have limited ability in bridging SES gaps that exist within schools. We also find that across all countries included in the study, specific factors such as the school's learning environment and school context are not systematically associated with within-school SES gaps.

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“…To start with learning styles and as we introduced earlier with reference to the VAK theory, a learning style could be categorised into three main types: auditory, visual and kinaesthetic learning styles (Yildirim et al, 2007: 76; (Esfandabad, 2010;Geisert and Dunn, 1991;Felder and Silverman, 1988: 676). Different individuals could use different learning styles.…”

Section: Fig 2 Conceptual Frameworkmentioning

confidence: 99%

A Study on Learning Styles and Their Possible Effect on Academic Performance Among University Students in Glasgow

Li¹,

Alduais²

2018

RR.S.and M.

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Purposes: To explore the preference of various learning styles of university students, the possible impact of different learning styles on academic performance, and the possible variables which may influence students' academic performance in Glasgow, the UK. Methods: A case exploratory study approach where 40 university students (16 females and 24 males) both British and international ones with the age range (18-35) participated with filling in a self-completion questionnaire by convenience sampling. Results: The findings indicated that kinaesthetic learning style was males' learning style preference while females preferred using visual learning style; additionally, international students preferred using visual learning style whereas kinaesthetic learning style was British students' preference with learning style. Moreover, different learning styles affected academic performance due to different subjects. Kinaesthetic learning style had a better academic performance for engineering students, while visual learning style performed better for educational students. In terms of variables, age, gender and personality all might influence academic performance. Conclusions: Learning styles seem to be impacted by major of study, gender, personality, behavioural and experimental research may result into more credible evidences about the impact of learning styles on academic performance and also the possible differences between existing learning style and learning style preference as shown in our presented model (diagram 1).

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Relationships between teachers’ perceived leadership style, students’ learning style, and academic achievement: a study on high school students

Cited by 25 publications

References 14 publications

A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees

The role of schools in bridging within-school achievement gaps based on socioeconomic status: a cross-national comparative study

A Study on Learning Styles and Their Possible Effect on Academic Performance Among University Students in Glasgow

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