The Effects of Learning Styles on High School Students' Achievement on a Mathematics Course

Autor/in	Orhun, Nevin
Titel	The Effects of Learning Styles on High School Students' Achievement on a Mathematics Course
Quelle	In: Educational Research and Reviews, 8 (2013) 14, S.1158-1165 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Cognitive Style; Mathematics Instruction; Correlation; Classification; High School Students; Mathematics Achievement; Scores; Teaching Methods; Measures (Individuals); Grades (Scholastic); Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Mathematics lessons; Mathematikunterricht; Korrelation; Classification system; Klassifikation; Klassifikationssystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Notenspiegel
Abstract	This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students' learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the success level of high school students on a mathematics course. Therefore, whether or not achievement depended on the learning style adopted was examined. From the relationship between the high school students' learning styles and their performance, it was found that assimilators performed better than students with different learning styles. The findings revealed that learning style was a potential tool for the improvement of student performance on a mathematics course. The results determined discriminatory learning styles. (Contains 6 tables and 4 figures.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10