teachers’ dominant learning styles on their academic achievement. Pre-test and post-test experimental-control group quasi-experimental design was used in this research. The data of this research was gathered through the academic achievement test developed by the researchers, and the Grasha & Riechmann Learning Styles Scale developed by Riechmann & Grasha and adapted to Turkish by Kılıç (2011). The participants in this research were 109 pre-service teachers (94 females and 15 males) enrolled in the departments of Science Teaching and Turkish Language Teaching at Fırat University. Experimental and control groups were formed as a result of unbiased appointment. It was determined that the academic achievement of the experimental-group for which the teaching was designed based on their dominant learning styles was higher than the control group. It is seen that teaching based on learning style has a medium level of effect on academic achievement. Accordingly, considering the dominant learning styles of pre-service teachers can be seen as an important variable in order to increase the quality in teacher education. In higher education institutions, it is recommended to prepare and implement curriculum suitable for pre-service teachers’ learning styles.
|Subjects||Education and Educational Research|
|Publication Date||July 20, 2020|
|Published in Issue||Year 2020, Volume 21, Issue 1|