Learning Styles as the Predictor of Academic Success of the Pre-Service History Teachers

Year 2018, , 659 - 665, 15.07.2018

Mehmet Elban

https://doi.org/10.12973/eu-jer.7.3.659

Abstract

In
this study, the relations between learning styles and academic success of
pre-service history teachers were examined. The study group of this research
was comprised of 142 pre-service history teachers, who attended Bayburt
University, Faculty of Humanities and Social Sciences, Department of History in
spring quarter of 2017-2018 academic year. "Grasha-Reichmann Learning
Style Scale" was used in collection of data for the research. As per the
academic success of the pre -service history teachers, averages of their four
major area course grades were recorded. In the analysis of the research data,
descriptive statistics, t-test for the independent groups, and multiple
regression analysis were used. It was understood that the dominant learning
styles of pre -service history teachers were, respectively, dependent,
independent, participant, collaborator, avoidant, and competitive learning
styles. Also, it was found that gender variable has not significant effect on
pre-service history teachers’ learning style. In the regression analysis, it
was discovered that the learning styles of pre-service history teachers are
predictive for their academic success. Moreover, it was understood that only
participant and competitive learning styles significantly predicted the aca
demic success. In other words, learning styles of pre-service history teachers
accounted for 28 % of academic success of the pre-service history teachers.

Keywords

: Learning style, academic achievement, history pre-service teachers, history education, history teaching

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