The Effect of Students’ Learning Styles to Their Academic Success
Author(s)
Murat Gokalp
ABSTRACT
This study was aimed to evaluate the learning s of education faculty students and to determine the effect of their success and relationship between their learning s and academic success. The popula- tion of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 pre-school 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 dif- ference 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 re- liability 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 s and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting pre- pared for and taking exams, class participation and motivation.
This study was aimed to evaluate the learning s of education faculty students and to determine the effect of their success and relationship between their learning s and academic success. The popula- tion of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 pre-school 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 dif- ference 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 re- liability 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 s and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting pre- pared for and taking exams, class participation and motivation.
Cite this paper
Gokalp, M. (2013). The Effect of Students’ Learning Styles to Their Academic Success. Creative Education, 4, 627-632. doi: 10.4236/ce.2013.410090.
Gokalp, M. (2013). The Effect of Students’ Learning Styles to Their Academic Success. Creative Education, 4, 627-632. doi: 10.4236/ce.2013.410090.
References
[1] Allinson, C., & Hayes, J. (1996). The cognitive style index: A measure of intuition analysis for organizational research. Journal of Management Studies, 33, 119-135.
http://dx.doi.org/10.1111/j.1467-6486.1996.tb00801.x [2] Archer, S. N., Robilliard, D. L., Skene, D. J., Smits, M., Williams, A., Arendt, J., & Von Schantz, M. (2003). A length polymorphism in the Circadian clock gene Per3 is linked to delayed sleep phase syndrome and extreme diurnal preference. Sleep, 26, 413-415. [3] Beacham, N., Elliott, A., Alty, L., & Al-Sharrah, A. (2002). Media combinations and learning styles: A dualcoding approach. Word Conference on Educational Ultimedia, Hypermedia & Telecomunicaciones. Denver, CO. [4] Bates, B., & Leary, J. (2001). Supporting a range of learning styles using a taxonomy-based design framework approach. Proceedings of the Annual Conference of Australian Society for Computers in Learning and Tertiary Education.
http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/batesb.pdf [5] Biggs, J., & Moore, P. (1993). The process of learning (3rd ed.). New York: Prentice Hall. [6] Butler, K. A. (1987). Learning & teaching style: In theory & practice. Columbia, CT: Learner’s Dimension. [7] Canfield, A. A., & Canfield, J. S. (1988). Canfield instructional styles inventory (ISI) manual. Los Angeles, CA: Western Psychological Services. [8] ChanLin, L. J. (2009). Use of learning strategies in web-based project tasks. Proceedings of the World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2009. London, 19-20 March 2009, 1677-1682. [9] Corbett, S. S., & Smith, W. F. (1984). Identifying student learning styles: Proceed with caution! Modern Language Journal, 68, 212221. [10] Dale, E. (1969). Audio-visual methods in teaching (3rd ed.). New York: Holt, Rinehart and Winston. [11] Davidman, L. (1981). Learning style: The myth, the panacea, the wisdom. The Phi Delta Kappan, 62, 641-645. [12] Dede, C., Brown-L’Bahy, T., Ketelhut, D., & Whitehouse, P. (2004). Distance learning (virtual learning). In Bidgoli, H. (Ed.), The internet encyclopedia (pp. 549-560). New York: Wiley.
http://dx.doi.org/10.1002/047148296X.tie047 [13] Diaz, D., & Cartnal, R. (1999). Comparing student learning styles in an online distance learning class & an equivalent on-campus class. College Teaching, 47, 130-135.
http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm [14] Dunn, R. (1983). Can students identify their own learning style? Educational Leadership, 40, 60-62. [15] Ennis, R. H. (2000). Goals for a critical thinking curriculum & its assessment. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 44-46). Alexandria, VA: ASCD. [16] Ehrman, M. (1996). Second language learning difficulties: Looking beneath the surface. Thousand Oaks, CA: Sage. [17] Felder, R., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94, 57-72. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00829.x [18] Felder, R., & Silverman, L. (1988). Learning and teaching styles in engineering education. Engineering Education, 78, 674-681. [19] Fischer, B., & Fischer, L. (1979). Styles in teaching & learning. Educational Leadership, 36, 245-254. [20] Ford, N., & Chen, S. (2000). Individual differences, hypermedia, navigation, and learning: An empirical study. Journal of Educational Multimedia and Hypermedia, 9, 281-311. [21] Friedman, P., & Alley, R. (1984). Learning/teaching styles: Applying the principles. Theory Into Practice, 23, 77-81. http://dx.doi.org/10.1080/00405848409543093 [22] Glaser, R. (1984). Education & thinking: The role of knowledge. American Psychologist, 39, 93-104. [23] Graf, S., Lin, T., and Kinshuk (2008). The relationship between learning styles & cognitive traits—Getting additional information for improving student modeling. Computers in Human Behavior, 24, 122137. http://dx.doi.org/10.1016/j.chb.2007.01.004 [24] Gregorc, A.F. (1979a). Learning/teaching styles: Potent forces behind them. Educational Leadership, 5, 234-237. [25] Hornby, A. S. (2006). Oxford advanced learner’s dictionary. New York: Oxford University Press. [26] Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., and Chen, N.-S. (2011). Effects of teaching & learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57, 1194-1201. http://dx.doi.org/10.1016/j.compedu.2011.01.004 [27] James, W. B., & Blank, W. E. (1993). Review & critique of available learning-style instruments for adults. New Directions for Adult & Continuing Education, 59, 47-57.
http://dx.doi.org/10.1002/ace.36719935907 [28] Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: The Brain Store, Inc. [29] Keefe, J. W. (1991). Learning style: Cognitive & thinking skills. Reston, VA: National Association of Secondary School Principals. [30] Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40, 297-327. http://dx.doi.org/10.1177/1046878108325713 [31] KoIb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. [32] Kolb, D. A., Boyatzis, R., & Mainemelis, C. (2001). Experiential learning theory: Previous research & new directions. In R. Sternberg, & L. Zhang (Eds.), Perspectives on cognitive learning & thinking styles (pp. 228-247). Mahwah, NJ: Lawrence Erlbaum Associates. [33] Lawrence, G. (1982). People types and tiger stripes: A practical guide to learning styles (2nd ed.). Gainesville, FL: Center for Applications of Psychological Type. [34] Lawrence, G. 1993. People Types & Tiger Stripes: A Practical Guide to Learning Styles, 3rd edition. Gainesville, FL: Center for Applications of Psychological Type. [35] McDermott, P. A., & Beitman, B. S. (1984). Standardization of a scale for the study of children’s learning styles: Structure, stability, and criterion validity. Psychology in the Schools, 21, 5-14. http://dx.doi.org/10.1002/1520-6807(198401)21:1<5::AID-PITS2310210102>3.0.CO;2-B [36] McLaughlin, B. (1981). Theory & research in second language learning: An emerging paradigm. Language Learning, 30, 331-350. http://dx.doi.org/10.1111/j.1467-1770.1980.tb00322.x [37] Miller, P. (2001). Learning styles: The multimedia of the mind. Programs ED 451340. [38] Myers, L. B., & Myers, P. B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press. [39] Paris, S. G., & Winograd, P. (1990). Promoting metacognition & motivationofex ceptional children. Remedial & Special Education, 11, 7-15. http://dx.doi.org/10.1177/074193259001100604 [40] Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Florence, KY: Heinle & Heinle Publishers. [41] Reiff, J. C. (1992). Learning styles. What research says to the teacher, 7. Washington, DC: National Education Association. [42] Reinert, H. (1970). The Edmonds learning style identification exercise. Edmonds, WA: Edmonds School District. [43] Rose, C. (1998). Accelerated learning. New York: Bantam Dell Publishing Group. [44] Schmeck, R. R. (1988). Strategies & styles of learning: An integration of varied perspectives. In R. R. Schmeck (Ed.), Learning strategies and learning styles. New York: Plenum Press.
http://dx.doi.org/10.1007/978-1-4899-2118-5 [45] Sewall, T. J. (1986). The measurement of learning style: A critique of four assessment tools. Madison, WI: Wisconsin University. [46] Shih, C., & Gamon, J. (2002). Relationships among learning strategies, patterns, styles, & achievement in web-based courses. Journal of Agricultural Education, 43, 1-11.
http://pubs.aged.tamu.edu/jae/pdf/Vol43/43-04-01.pdf [47] Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436. http://dx.doi.org/10.3102/00346543056004411 [48] Smith, L. H., & J. S. Renzulli (1984). Learning style preferences: A practical approach for classroom teachers. Theory into Practice, 23, 44-50. [49] Syler, R., Cegielski, C., Oswald, S., & Rainer, R. (2006). Examining drivers of course performance: An exploratory examination of an introductory CIS applications course. Decision Sciences Journal of Innovative Education, 4, 51-65. http://dx.doi.org/10.1111/j.1540-4609.2006.00101.x [50] Thorton, B., Haskell, H., & Libby, L. (2006). A comparison of learning styles between gifted and non-gifted high school students. Individual Differences Research, 4, 106-110. [51] Wadsworth, L. M., Husman, J., & Duggan, M. A. (2007). Online mathematics achievement: Effects of learning strategies and self-efficacy. Journal of Development Education, 30, 6-14. [52] Weinstein, C. E. (1996). Learning how to learn: An essential skill for the 21st century. The Educational Record, 77, 49-52. [53] Werner, K. (2003). Learning style awareness and the appropriate prescription of study strategies to improve student understanding of work/study habits. Doctoral Dissertation, Anchorage, AK: University of Alaska Anchorage. [54] Whitman, N., & Schwenk, T. L. (1984). Preceptors as teachers: A guide to clinical teaching. Salt Lake City, UT: University of Utah School of Medicine. [55] Zimmerman, B, J, & Schunk, D. H. (2001). Self-regulated learning & academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. [56] Zualkernan, I., Allert, J., & Qadah, G. (2006). Learning styles of computer programming students: A Middle Eastern & American comparison. IEEE Transactions on Education, 49, 443-450.
http://dx.doi.org/10.1109/TE.2006.882366
[1] Allinson, C., & Hayes, J. (1996). The cognitive style index: A measure of intuition analysis for organizational research. Journal of Management Studies, 33, 119-135.
http://dx.doi.org/10.1111/j.1467-6486.1996.tb00801.x [2] Archer, S. N., Robilliard, D. L., Skene, D. J., Smits, M., Williams, A., Arendt, J., & Von Schantz, M. (2003). A length polymorphism in the Circadian clock gene Per3 is linked to delayed sleep phase syndrome and extreme diurnal preference. Sleep, 26, 413-415. [3] Beacham, N., Elliott, A., Alty, L., & Al-Sharrah, A. (2002). Media combinations and learning styles: A dualcoding approach. Word Conference on Educational Ultimedia, Hypermedia & Telecomunicaciones. Denver, CO. [4] Bates, B., & Leary, J. (2001). Supporting a range of learning styles using a taxonomy-based design framework approach. Proceedings of the Annual Conference of Australian Society for Computers in Learning and Tertiary Education.
http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/batesb.pdf [5] Biggs, J., & Moore, P. (1993). The process of learning (3rd ed.). New York: Prentice Hall. [6] Butler, K. A. (1987). Learning & teaching style: In theory & practice. Columbia, CT: Learner’s Dimension. [7] Canfield, A. A., & Canfield, J. S. (1988). Canfield instructional styles inventory (ISI) manual. Los Angeles, CA: Western Psychological Services. [8] ChanLin, L. J. (2009). Use of learning strategies in web-based project tasks. Proceedings of the World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2009. London, 19-20 March 2009, 1677-1682. [9] Corbett, S. S., & Smith, W. F. (1984). Identifying student learning styles: Proceed with caution! Modern Language Journal, 68, 212221. [10] Dale, E. (1969). Audio-visual methods in teaching (3rd ed.). New York: Holt, Rinehart and Winston. [11] Davidman, L. (1981). Learning style: The myth, the panacea, the wisdom. The Phi Delta Kappan, 62, 641-645. [12] Dede, C., Brown-L’Bahy, T., Ketelhut, D., & Whitehouse, P. (2004). Distance learning (virtual learning). In Bidgoli, H. (Ed.), The internet encyclopedia (pp. 549-560). New York: Wiley.
http://dx.doi.org/10.1002/047148296X.tie047 [13] Diaz, D., & Cartnal, R. (1999). Comparing student learning styles in an online distance learning class & an equivalent on-campus class. College Teaching, 47, 130-135.
http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm [14] Dunn, R. (1983). Can students identify their own learning style? Educational Leadership, 40, 60-62. [15] Ennis, R. H. (2000). Goals for a critical thinking curriculum & its assessment. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 44-46). Alexandria, VA: ASCD. [16] Ehrman, M. (1996). Second language learning difficulties: Looking beneath the surface. Thousand Oaks, CA: Sage. [17] Felder, R., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94, 57-72. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00829.x [18] Felder, R., & Silverman, L. (1988). Learning and teaching styles in engineering education. Engineering Education, 78, 674-681. [19] Fischer, B., & Fischer, L. (1979). Styles in teaching & learning. Educational Leadership, 36, 245-254. [20] Ford, N., & Chen, S. (2000). Individual differences, hypermedia, navigation, and learning: An empirical study. Journal of Educational Multimedia and Hypermedia, 9, 281-311. [21] Friedman, P., & Alley, R. (1984). Learning/teaching styles: Applying the principles. Theory Into Practice, 23, 77-81. http://dx.doi.org/10.1080/00405848409543093 [22] Glaser, R. (1984). Education & thinking: The role of knowledge. American Psychologist, 39, 93-104. [23] Graf, S., Lin, T., and Kinshuk (2008). The relationship between learning styles & cognitive traits—Getting additional information for improving student modeling. Computers in Human Behavior, 24, 122137. http://dx.doi.org/10.1016/j.chb.2007.01.004 [24] Gregorc, A.F. (1979a). Learning/teaching styles: Potent forces behind them. Educational Leadership, 5, 234-237. [25] Hornby, A. S. (2006). Oxford advanced learner’s dictionary. New York: Oxford University Press. [26] Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., and Chen, N.-S. (2011). Effects of teaching & learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57, 1194-1201. http://dx.doi.org/10.1016/j.compedu.2011.01.004 [27] James, W. B., & Blank, W. E. (1993). Review & critique of available learning-style instruments for adults. New Directions for Adult & Continuing Education, 59, 47-57.
http://dx.doi.org/10.1002/ace.36719935907 [28] Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: The Brain Store, Inc. [29] Keefe, J. W. (1991). Learning style: Cognitive & thinking skills. Reston, VA: National Association of Secondary School Principals. [30] Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40, 297-327. http://dx.doi.org/10.1177/1046878108325713 [31] KoIb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. [32] Kolb, D. A., Boyatzis, R., & Mainemelis, C. (2001). Experiential learning theory: Previous research & new directions. In R. Sternberg, & L. Zhang (Eds.), Perspectives on cognitive learning & thinking styles (pp. 228-247). Mahwah, NJ: Lawrence Erlbaum Associates. [33] Lawrence, G. (1982). People types and tiger stripes: A practical guide to learning styles (2nd ed.). Gainesville, FL: Center for Applications of Psychological Type. [34] Lawrence, G. 1993. People Types & Tiger Stripes: A Practical Guide to Learning Styles, 3rd edition. Gainesville, FL: Center for Applications of Psychological Type. [35] McDermott, P. A., & Beitman, B. S. (1984). Standardization of a scale for the study of children’s learning styles: Structure, stability, and criterion validity. Psychology in the Schools, 21, 5-14. http://dx.doi.org/10.1002/1520-6807(198401)21:1<5::AID-PITS2310210102>3.0.CO;2-B [36] McLaughlin, B. (1981). Theory & research in second language learning: An emerging paradigm. Language Learning, 30, 331-350. http://dx.doi.org/10.1111/j.1467-1770.1980.tb00322.x [37] Miller, P. (2001). Learning styles: The multimedia of the mind. Programs ED 451340. [38] Myers, L. B., & Myers, P. B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press. [39] Paris, S. G., & Winograd, P. (1990). Promoting metacognition & motivationofex ceptional children. Remedial & Special Education, 11, 7-15. http://dx.doi.org/10.1177/074193259001100604 [40] Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Florence, KY: Heinle & Heinle Publishers. [41] Reiff, J. C. (1992). Learning styles. What research says to the teacher, 7. Washington, DC: National Education Association. [42] Reinert, H. (1970). The Edmonds learning style identification exercise. Edmonds, WA: Edmonds School District. [43] Rose, C. (1998). Accelerated learning. New York: Bantam Dell Publishing Group. [44] Schmeck, R. R. (1988). Strategies & styles of learning: An integration of varied perspectives. In R. R. Schmeck (Ed.), Learning strategies and learning styles. New York: Plenum Press.
http://dx.doi.org/10.1007/978-1-4899-2118-5 [45] Sewall, T. J. (1986). The measurement of learning style: A critique of four assessment tools. Madison, WI: Wisconsin University. [46] Shih, C., & Gamon, J. (2002). Relationships among learning strategies, patterns, styles, & achievement in web-based courses. Journal of Agricultural Education, 43, 1-11.
http://pubs.aged.tamu.edu/jae/pdf/Vol43/43-04-01.pdf [47] Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436. http://dx.doi.org/10.3102/00346543056004411 [48] Smith, L. H., & J. S. Renzulli (1984). Learning style preferences: A practical approach for classroom teachers. Theory into Practice, 23, 44-50. [49] Syler, R., Cegielski, C., Oswald, S., & Rainer, R. (2006). Examining drivers of course performance: An exploratory examination of an introductory CIS applications course. Decision Sciences Journal of Innovative Education, 4, 51-65. http://dx.doi.org/10.1111/j.1540-4609.2006.00101.x [50] Thorton, B., Haskell, H., & Libby, L. (2006). A comparison of learning styles between gifted and non-gifted high school students. Individual Differences Research, 4, 106-110. [51] Wadsworth, L. M., Husman, J., & Duggan, M. A. (2007). Online mathematics achievement: Effects of learning strategies and self-efficacy. Journal of Development Education, 30, 6-14. [52] Weinstein, C. E. (1996). Learning how to learn: An essential skill for the 21st century. The Educational Record, 77, 49-52. [53] Werner, K. (2003). Learning style awareness and the appropriate prescription of study strategies to improve student understanding of work/study habits. Doctoral Dissertation, Anchorage, AK: University of Alaska Anchorage. [54] Whitman, N., & Schwenk, T. L. (1984). Preceptors as teachers: A guide to clinical teaching. Salt Lake City, UT: University of Utah School of Medicine. [55] Zimmerman, B, J, & Schunk, D. H. (2001). Self-regulated learning & academic achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. [56] Zualkernan, I., Allert, J., & Qadah, G. (2006). Learning styles of computer programming students: A Middle Eastern & American comparison. IEEE Transactions on Education, 49, 443-450.
http://dx.doi.org/10.1109/TE.2006.882366