Learning Styles of Prospective Primary School Teachers: ukurova University Case

Since it is widely recognized that academic achievement depends not only on the intellectual ability and aptitude of the learner but also on the individual’s learning styles (Kolb, 1984), this topic has increasingly been studied by many educators in recent years. The experiential learning model has been conceptualized as being composed of two independent but mutually connected dimensions (perceiving and processing), which refer to four learning styles: diverger, assimilator, converger and accommodator. This study aimed to determine students’ preferred learning styles and to investigate whether there was a significant difference in students’ preferred learning style according to their class level. A small-scale exploratory study design in which the Kolb Learning Style Inventory was administered to 202 students was chosen. Frequency tables, percentiles, and chi-square analysis were employed for the data analysis. Findings showed that approximately half of the students preferred assimilating learning styles and that there was no significant difference between students in the class.