The Relationship between Learning Style, Test Anxiety and Academic Achievement

Abstract

This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS subdimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality subdimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.

Preferred Learning Styles among Students with Learning Disabilities

“…In a class of 25 up to 30 students as the case in many classes in Jordanian schools, to listen and even to be less active participant in the learning process in the class, and later to double your efforts at home to accomplish your homework, might be the best approach to avoid being labeled as disabled ISSN 1948-5476 2020 learner. This result was consistent with the findings of (Becirovic, 2020;Cimermanová , 2018;Emejidio & Gepila, 2020;Lehman, 2019;Yazıcı, 2017), and this findings was support with better GPA achieved by students who prefer kinesthetic and auditory learning styles. In general, the more the learners are involved in the learning process, and more sensory inputs were utilized, the more they gain knowledge through learning situations (Yazıcı, 2017).…”

“…This result was consistent with the findings of (Becirovic, 2020;Cimermanová , 2018;Emejidio & Gepila, 2020;Lehman, 2019;Yazıcı, 2017), and this findings was support with better GPA achieved by students who prefer kinesthetic and auditory learning styles. In general, the more the learners are involved in the learning process, and more sensory inputs were utilized, the more they gain knowledge through learning situations (Yazıcı, 2017).…”

“…Learning styles may play a crucial role in helping students with LD to compensate defects in their abilities to learn and to achieve properly at schools (Yazıcı, 2017;Zacharis, 2011), and the question was whether adopting preferred learning styles among students with LD in instructional contexts would reduce the negative effects of having LD? According to (Emejidio & Gepila, 2020;Delic & Becirovic, 2018;Klitmøller, 2015;Reid et al, 2013), an individual might have his/her preferred learning style due to a variety of factors, such as cultural and educational background and personal characteristics.…”

The relationship between test anxiety and academic procrastination among the dental students

“…Another study found that there was a significant negative relationship only between the cognitive dimension of test anxiety and academic achievement. [ 1 ]…”

“…Test anxiety is defined as an emotional reaction or state of stress that occurs before examinations and continues throughout the examination period. [ 1 2 ]…”