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

Yıl 2018, , 659 - 665, 15.07.2018

Mehmet Elban

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Arslangilay, S. (2015). Ogrenme ve ogretim stilleri [Learning and Teaching Styles]. In: S. Guven & M. A. Ozerbas (ed.) Ogretim ilke ve yontemleri [Teaching principles and methods], (pp.59-107). Ankara: Pegem Akademi Yayinlari.
• Ata, B. (2009). Tarih derslerinde yerel tarih, muze ve oren yerlerinin kullanimi [Use of local history, museums and places in history lessons]. In: M. Demirel & I. Turan (ed.) Tarih ogretim yontemleri [History teaching methods], (pp.113-128). Ankara: Nobel Yayinlari.
• Aydemir, H., Kocoglu, E., & Karali, Y. (2016). Grasha-Reichmann olcegine gore ogretmen adaylarinin ogrenme stillerinin degerlendirilmesi [Grasha-Reichmann Scale Evaluation of Learning Styles by Teacher Candidates]. Kastamonu Education Journal, 24(4). 1881-1896.
• Bayir, E. A. (2007). Ogrenme stillerine gore yapilandirilan ogrenen kontrolunun ogrenci basarisina ve ogrenmenin kaliciligina etkisinin incelenmesi [Effect of the learner control contructed with learning style to the success of students and the permanency of learning] (Published Master’s thesis). Gazi Universitesi, Ankara.
• Bilgin, I., & Bahar, M. (2008). Sinif ogretmenlerinin ogretme ve ogrenme stilleri arasindaki iliskinin incelenmesi. [Investigation of the Relationship Between Teaching and Learning Styles of Primary School Teachers], Gazi University Journal of Gazi Educational Faculty, 28(1). 19-38.
• Buyukozturk, S., Cakmak, E.K., Akgun, O.E., Karadeniz, S., & Demirel. (2010). Bilimsel arastirma yontemleri [Scientific research methods]. Ankara: Pegem Akademi Yayinlari.
• Bozkurt, N. (2013). An Examination of the Links between Pre-service Teacher's Metacognitive Level, Learning Styles and their Achievement of History Class. Procedia-Social and Behavioural Sciences, 93, 1634-1640.
• Dilek, D. (2007). Tarih derslerinde ogrenme ve dusunce gelisimi [Learning and thinking development in history lessons]. Ankara: Nobel Yayinlari.
• Gokce, F. (2014). Sinifta ogrenme ve ogretme surecinin yonetimi [Management of the teaching and learning process]. Ankara: Pegem Akademi Yayinlari.
• Gozutok, D. (2011). Ogretim ilke ve yontemleri [Teaching principles and methods]. Ankara: Ekinoks Yayinlari.
• Grasha, A. F. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Pub.
• Inal, A. (2013). 9. sinif kimya dersi kimyasal baglar konusunun ogrencilerin ogrenme stilleri ve geleneksel ogretim yaklasimi ile islenmesinin ogrenci akademik basarisina etkisinin tespit edilmesi [Determining the effects of teaching chemical bonds subject of 9th class with learning styles and traditional learning approach to a students'academic achievement] (Published PhD Thesis). Gazi Universitesi, Ankara.
• Kabapinar, Y. (2014). Kuramdan uygulamaya sosyal bilgiler ogretimi [Teaching social studies from theory to practice]. Ankara: Pegem Akademi Yayinlari.
• Karakuyu, Y., & Tortop, H. S. (2010). Ogretmen adaylarinin ogrenme stillerinin fizik dersine yonelik tutum ve basarilarina etkisi.[ Effect of the Pre-Service Teachers’ Learning Styles On Physics Achievement and Attitudes]. Afyon Kocatepe University Journal of Science and Engineering, 10(1), 47-55.
• Kottler, E., & Gallavan N.P. (2013). Sosyal bilgiler ogretiminde basarinin sirlari [The secrets of success in teaching social studies]. (S. B. Demir, Trans.), Ankara: Egiten Kitap.
• McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279-294
• Ozturk, I. H. (2012). Ogretim materyalllerinin secimi ve kullanimini etkileyen faktorler [Factors affecting the choice and use of teaching materials. In: I. H. Demircioglu & I. Turan (ed.) Tarih ogretiminde ogretim teknolojileri ve materyal tasarimi [History techniques and material design in history teaching], (pp.13-27). Ankara: Pegem Akademi Yayinlari.
• Pallant, J. (2016). SPSS kullanma klavuzu-SPSS ile adim adim veri analizi [SPSS survival a step by step guide to data analysis using ibm spss] (S. Balci, & B. Ahi, Trans.). Ankara: Ani Yayincilik
• Saritas, E. & Sural, S. (2010). Grasha-Reichman ogrenme ve ogretme stili olceklerinin Turkce uyarlama calismasi [Grasha-reichmann learning and teaching style of the scale study Turkish adaptation], E-Journal of New World Academy, 5(4), 2162-2177.
• Seker, M., & Yilmaz, K. (2011). Sosyal bilgiler ogretiminde ogrenme stillerinin kullanilmasinin ogrencilerin ogrenme duzeyleri uzerindeki etkisinin incelenmesi [investigation into the effects of the use of learning styles on students’ learning levels in social studies teaching]. Kastamonu Education Journal, 19(1), 251-266.
• Sidekli, S. & Akdogdu, E. (2018). Ogrenme stillerinin sinif ogretmeni adaylarinin akademik basarilarini yordama gucu[Predictive Power of Learning Styles on Primary School Pre-service Teachers’ Academic Achievement]. Hacettepe University Journal of Education, 33(2), 503-517.
• Sonmez, V., & Alacapinar, F. G. (2016). Orneklendirilmis bilimsel arastirma yontemleri [Scientific research methods with examples]. Ankara: Ani Yayincilik.
• Topuz, F. G. & Karamustafaoglu, O. (2013). Ogrenme stillerinin cesitli degiskenler acisindan incelenmesi: fen bilgisi ogretmen adaylari. [Investigation of Learning Styles according to Some Variables: Prospective Science Teachers] Dicle University Journal of Ziya Gokalp Faculty of Education, 21, 30-46.
• Turan, I. (2009). Tarih derslerinde temel ogretim yontemlerinin kullanimi [Use of basic teaching methods in history lessons]. In: M. Demirel & I. Turan (ed.) Tarih ogretim yontemleri [History teaching methods] (pp.27-50). Ankara: Nobel Yayinlari.
• Tuysuz, C., & Tatar, E. (2008). Ogretmen adaylarinin ogrenme stillerinin kimya dersine yonelik tutum ve basarilarina etkisi [Effect of the Pre-Service Teachers' Learning Styles On Chemistry Achievement and Attitudes], Mustafa Kemal University Journal of Social Sciences Institute, 5(9), 97- 107.