The Impact of Matching Learning-Teaching Styles on Students' Academic Achievement

Autor/inn/en	Karatas, Erinç; Yalin, Halil Ibrahim
Titel	The Impact of Matching Learning-Teaching Styles on Students' Academic Achievement
Quelle	In: Eurasian Journal of Educational Research, (2021) 92, S.377-402 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karatas, Erinç) ORCID (Yalin, Halil Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Cognitive Style; Teaching Styles; Academic Achievement; Instructional Effectiveness; Individual Differences; College Students + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; Schulleistung; Unterrichtserfolg; Individueller Unterschied; Collegestudent
Abstract	Purpose: The primary aim of the current study is to identify whether there is a significant difference between students' academic achievements and the matching of students' learning styles to the teaching styles of their instructors. Research Methods: This research was designed as a survey study and employing the quantitative research methodology. The participants consisted of 479 students enrolled in a course titled "Introduction to Computers". The Grasha-Riechmann Learning Styles and Teaching Style Inventories were used to identify the students' dominant learning styles and instructors' dominant teaching styles. Findings: In direction of the data analyzed with means, frequencies, t-test, and one way ANOVA; there was a statistically significant difference between the students' achievement scores and teaching styles [F(3-475)= 11.112, p<0.01], conversely there was no statistically significant difference with learning styles [F(4-474)= 0.473, p=0.755]. There was no statistically significant difference between matching teaching and learning styles and students' achievement scores [t(477)=0.714, p>0.05]. Implications for Research and Practice: The findings of the study showed that the students' achievement scores did not change significantly according to their learning styles; A significant difference was found between the students' achievements and the matching between the instructors' teaching style and the students' learning style. The scope of future studies could be expanded to a greater number of instructors. Considering that the measuring tool is based on the American education system, learning/teaching style inventories adapted to the national culture could be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01