Metin M.Yilmaz G.K.Birisci S.Coskun K.20.04.20192019-04-2020.04.20192019-04-2020111308-7711https://hdl.handle.net/20.500.12403/929The aim of this study is to investigate high school students' learning styles in terms of gender, grade level, type of school, graduation type of mother and father variables. The study was carried out at spring semester of 2010 with 660 high school students who were chosen as a sample from the cities of Artvin and Trabzon, in Turkey. "Kolb Learning Style Inventory" was used as a data collection tool. The inventory was used to determinate the students' learning styles as divergent, assimilator, convergent, and accommodator and the information sheet for demographic factors such as gender, grade level, school type, education of mother and father was used to collect information from students. The data were analyzed by using frequency, percent value, mean scores, standard deviation, independent samples t-test and one-way ANOVA. The results show that the dominant learning style among the students is accommodator and it is followed by divergent learning style. There was not significantly difference between students' learning style and gender except for "Active Experimentation (AE) and AE-RO", grade level "except for Concrete Experience (CE)", school type, education of mother "expert for Reflective Observation (RO)" and education of father. © Sila Science.eninfo:eu-repo/semantics/closedAccessHigh school studentsKolb learning styleLearning stylesHigh school studentsKolb learning styleLearning stylesArticle345896042-s2.0-84861123957N/AWOS:000287470500019N/A