Determining the Effect of Modular Instruction Design on the Academic Achievement and Long-Term Retention of Students with Different Learning Styles

The focus of this study is to investigate the effects of modular instructional design on the academic achievement and long-term retention of Textile Education teachers who attend a Guidance course and whose learning styles are dependent, independent and collaborative. In the study, experimental models were used. The Subjects of the study consisted of fourth year students in the Department of Textile Education, Technical Education Faculty, who took the Guidance Courses. The Experimental group consisted of 55 students who were randomly selected. For the Experimental group, modular instruction style was used and for the Control group, expression-based (classic) instruction style was used. A Learning Style Scale, academic success test, and modular instructional design were used in this study. Two important results were obtained at the end of this study: 1. The Experimental group’s academic achievement and long-term retention levels were higher than the Control group’s academic achievement and long-term retention levels. 2. The academic achievement levels of students who have independent and collaborative learning styles were higher than students who have dependent learning styles. These results supported the hypothesis that modular instruction style positively affects the academic achievement and long-term retention levels of students who have different learning styles.