Learning styles as the predictor of academic success of the pre-service history teachers

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dc.authorid57205612911
dc.contributor.authorElban M.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:43:04Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:43:04Z
dc.date.issued2018
dc.departmentBayburt Üniversitesien_US
dc.description.abstractIn 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 academic success. In other words, learning styles of pre-service history teachers accounted for 28 % of academic success of the pre-service history teachers. © 2018 Eurasian Society of Educational Research. All rights reserved.en_US
dc.identifier.doi10.12973/eu-jer.7.3.659
dc.identifier.endpage665
dc.identifier.issn2165-8714
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85060782746en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage659
dc.identifier.urihttps://dx.doi.org/10.12973/eu-jer.7.3.659
dc.identifier.urihttps://hdl.handle.net/20.500.12403/371
dc.identifier.volume7
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEurasian Society of Educational Research
dc.relation.ispartofEuropean Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAcademic achievement
dc.subjectHistory education
dc.subjectHistory pre-service teachers
dc.subjectHistory teaching
dc.subjectLearning style
dc.subjectAcademic achievement
dc.subjectHistory education
dc.subjectHistory pre-service teachers
dc.subjectHistory teaching
dc.subjectLearning style
dc.titleLearning styles as the predictor of academic success of the pre-service history teachersen_US
dc.typeArticleen_US

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