THE EFFECT OF THE DOMINANT LEARNING STYLE ON LEARNING ACTIVITIES PREFERENCE AND ACADEMIC ACHIEVEMENT *

 Res. Assist. Ebru Kılıç
Gazi University Faculty of Education
Department of Computer Education & Instructional Technologies
ekilic@gef.gazi.edu.tr

Abstract

Abstract This study was realized to determine learning activities preference of the dominant learning style in web-based learning, and its impact on academic achievement. Theoretical basis of this study is Kolb Learning Style Model. Learning styles of 118 subjects were determined through the use of Kolb Learning Style Inventory. As a result of this, it was revealed that 51 of the sample were assimilators, 26 were convergers, 24 were divergers, and 17 were accomodators. Following a pre-test, a two-week training was provided through a web site, which involved appropriate activities in accordance with each learning type. A post-test was applied at the end of the study. During the study, learning activities preferred by the subjects were recorded by the computer into a specially designed database, and these records were then used to calculate consistency scores as to the dominant learning style. Consistency scores for the learning activities were analyzed through mean and standard deviation, and variance of these scores to learning styles was analyzed through one-way variance test. General achievement scores of the subjects were determined via a relevant T-test, whereas responsiveness of the achievement scores to the dominant learning style and consistency scores was determined through one-way variance tests.

Keywords
 Kolb learning style inventory, learning activity preference,
dominant learning style, Web-based learning

FULL TEXT