The Effect of Students’ Learning Styles to Their Academic Success

Abstract

This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The population of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 preschool teacher department students. Depending on the results obtained from pre-test, it was aimed to improve students' knowledge and skills in studying. There was a significant difference between the scores of pre-and post-tests. The significant relationship between the scores of post-test and the student success revealed that they learned how to study effectively. The validity and reliability of the test were determined by considering the Cronbach alpha coefficients for each and all of the items. The study has found statistically significant differences between the results of the first and final applications of the subtests on learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting prepared for and taking exams, class participation and motivation.

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

“…Bazı çalışmalarda akademik başarı ve öğrenme stilleri arasında ilişki bulunmasına karşın (Atkinson, 1998;Avsec ve Szewczyk-Zakrzewska, 2017;Freiberg-Hoffmann, Stover ve Donis, 2017;Hernández-Torrano, Ali ve Chan, 2017;Ross, Drysdale ve Schulz, 2001;Sapancı, 2014;Yılmazel, Büyükkayacı Duman ve Başçı, 2015), bu çalışmada akademik başarının incelenmesinin amacı hangi öğrenme stilinin ya da bilişsel stilin daha işe yarar olduğunu ortaya koymak değil, daha çok öğreten ve öğrenen arasındaki ilişki ile ilgili öngörüde bulunmaktır. Literatürde öğrenme stilleri dikkate alınarak hazırlanan programlarda (Birrell vd., 1985;Burns vd., 1998;Fan vd., 2015;Gökalp, 2013;Hein ve Budny, 2000;Horton ve Oakland, 1997;Komarraju vd., 2011;Özgen ve Alkan, 2014;Reynolds ve Gerstein, 1992;Uzuntiryaki, 2007;Yazıcılar ve Güven, 2009), daha yüksek akademik başarın elde edildiği belirtilmektedir. Bu çalışmada ayrıştırma öğrenme stiline sahip öğrencilerin genel akademik başarı puan ortalamaları diğer öğrenme stillerine sahip öğrencilerin genel akademik başarı puan ortalamalarından yüksektir.…”

“…Öğrenme stilleri ile ilgili daha önce yapılan çalışmalar (Birrell, Phillips ve Stottc, 1985;Burns, Johnson ve Gable, 1998;Fan, Xiao ve Su, 2015;Gökalp, 2013;Hein ve Budny, 2000;Horton ve Oakland, 1997;Komarraju, Karau, Schmeck ve Avdic, 2011;Reynolds ve Gerstein, 1992;Uzuntiryaki, 2007;Yazıcılar ve Güven, 2009), öğrencilerin öğrenme özelliklerine uygun hazırlanmış programlarda daha yüksek akademik başarı elde edildiğini ortaya koymaktadır. Bu açıdan bakıldığında bu çalışma, spor lisesi öğrencilerinin öğrenme özelliklerinin belirlenmesi, eğitimcilere yol göstermesi ve eğitim politikalarını belirleyenlerin öğrenme ortamında birtakım tedbirler alabilmesine olanak vermesi açısından önemli olduğu düşünülebilir.…”

A Meta-Analysis on the Effect of Instructional Designs based on the Learning Styles Models on Academic Achievement, Attitude and Retention

“…These studies reveal that students learn more effectively (e.g. increasing their academic achievement and having positive attitudes toward learning) in an instructional design that matches their learning styles (Aydıntan et al, 2012;Bozkurt & Aydoğdu, 2009;Constantinidou & Baker, 2002;Demir & Usta, 2011;Gökalp, 2013;Kaf Hasırcı, 2005;Mahiroğlu & Bayır, 2009;Özgen & Alkan, 2014;Yılmaz Soylu & Akkoyunlu, 2009). …”

“…In the national literature, it was reported that quasi-experimental design (Aktaş & Bilgin, 2012;Balcı, 2013;Mutlu & Okur, 2012;Önder, 2012;Şeker & Yılmaz, 2010;Tatar & Dikici, 2009), trueexperimental design (Aslan, 2012;Gökova, 2010;Günay Ermurat, 2008;Özdemir, 2009; and weak experimental design (Çolak, 2013;Gökalp, 2013;Uyangör & Dikkartın, 2009;Yılmaz Soylu & Akkoyunlu, 2002) were used in the studies investigating the effect of learning styles models on academic achievement. According to Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz, and Demirel (2008), in weak experimental design the comparison is made in one group by applying pretest and posttest whereas in quasi-experimental design there are two groupsone treatment group and one control group selected by non-random method-and a between-group comparison is made.…”

An Exploration of Learning Styles Preferences of Higher Education Students in Pakistan

“…A significant difference was observed between the pre-test and post-test learning of the sampled students. These findings suggested that academic performance can be enhanced by opting the appropriate learning style [19].…”