Predictive Power of Learning Styles on Primary School Pre-service Teachers' Academic Achievement

Abstract

The purpose of this study is to determine the predictive power of learning styles on primary school pre-service teachers' academic achievement. Correlational research design has been used in accordance with the aim of the study. Study sample includes senior fourth-year pre-service teachers who study at Department of Primary School Teaching in Mugla Sitki Kocman University in 2014-2015 Fall Semester. Simple random sampling method has been preferred for sampling which allows all individuals the equal possibility of participation. The data of the study were obtained using the Grasha-Reichman Learning Style Scale. In addition, letter grades used by primary school pre-service teachers are used. The research questions were answered with findings obtained from the research. As a result of the research, it was determined that dominant learning styles of primary school pre-service teachers are participant, dependent and independent learning styles. Furthermore, it was determined that there is a significant difference between the average of primary school pre-service teachers for avoidant, participant and dependent learning style according to gender. It was observed that dominant learning styles of female pre-service teachers are dependent and participant while dominant learning style of male pre-service teachers is avoidant learning style. As a result of the regression analysis conducted to determine the predictive power of learning styles on academic achievement, it was found out that there are significant and moderate multiple correlations between the six learning styles and the academic achievement of the primary school pre-service teachers. Along with this, learning styles together account for 36% of the change in academic achievement. As a result, learning styles are an important predictor of academic achievement.