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Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

Year 2015, Issue: 61, 0 - 0, 01.04.2016

Abstract

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level, but rather designed by giving thought to students’ existing learning styles.

Purpose of the Study: The aim of this study is to examine primary students’ and inspectors’ opinions on different learning environments designed according to students’ learning styles and its effects on students’ achievement.

Method: Fifty-five seventh grade students and seven inspectors constituted the research sample. The data were collected through an open-ended questionnaire; a mathematics achievement test and the Pat Wyman Personal Learning Style Inventory were used as data collection tools in the research. Since the group consisted of less than 30 participants, the Wilcoxon Signed Rank Test for Paired Samples was used.

Findings and Results: The difference of pre-post test results of visual auditory learners, auditory-kinesthetic learners, and visual-auditory learners are statistically significant. When the ranked average of different grades and their sums are considered, the observed difference is in positive ranking, meaning it is in favor of post-test results. According to these results, different learning environments designed for visual-auditory-kinesthetic learners have a positive effect on student grades. The majority of the students stated that the aforementioned activities used in the mathematics lesson could also be used in other school subjects.

Conclusions and Recommendations: Student responses emphasized that learning environments should be designed according to student learning styles. Inspectors underlined that learning styles designed according to students’ individual learning styles may increase student success. In addition, inspectors thought that some of the advantages of designing learning environments according to students’ learning styles included an opportunity to learn fairly, an increase in student motivation towards the lesson, and enabling students to learn at their own pace. In the upcoming studies, student behaviors and motivations towards environments designed according to students’ learning styles will be analyzed.

Keywords: Learning styles, achievement, students' opinions

References

  • Boatman, K., Courtney, R., & Lee, W. (2008). “See how they learn”: The impact of faculty and student learning styles on student performance in introductory economics. The American Economist, 52(1), 39-48.
  • Bolliger, D. (2004). Investigating student learning in a constructivist multimedia-rich learning environment. Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23.
  • Boydak, A. (2001). Ogrenme stilleri [Learning styles]. Istanbul: Beyaz Publications.
  • Bozkurt, N. (2013). The relation between the history teacher candidates’ learning styles and metacognitive levels. Anthropologist, 16(3), 585-594.
  • Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-430. doi: 10.1080/713663755
  • Cela, K., Sicilia, M.-Á., & Sánchez-Alonso, S. (2015). Influence of learning styles on social structures in online learning environments. British Journal of Educational Technology. doi: 10.1111/bjet.12267
  • Chen, C.-M., & Duh, L.-J. (2008). Personalized web-based tutoring system based on fuzzy item response theory. Expert Systems with Applications, 34(4), 2298-2315. doi: 10.1016/j.eswa.2007.03.010
  • Chesebro, J. L., & McCroskey, J. C. (2002). Communication for teachers. Boston, MA: Allyn & Bacon.
  • Claxton, C. S., & Murrell, P. H. (1987). Learning styles: Implications for improving educational practices, ASHE-ERIC Higher Education Report, 4. Washington: Association for the study of Higher Education, 79.
  • Collison, E. (2000). A survey of elementary students’ learning style preferences and academic success. Contemporary Education, 71(4), 42-49.
  • Dascalu, M.-I., Bodea, C.-N., Moldoveanu, A., Mohora, A., Lytras, M., & de Pablos, P. O. (2015). A recommender agent based on learning styles for better virtual collaborative learning experiences. Computers in Human Behavior, 45(April 2015), 243-253. doi: 10.1016/j.chb.2014.12.027
  • Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles practical approaches for grades 7-12. Massachusetts: Allyn and Bacon.
  • Dwyer, J. (1996). Learning differences and teaching styles. Retrieved May 22, 2011, from http://www.yorku.ca/admin/cst/learndifs.html
  • Erden, M., & Altun, S. (2006). Ogrenme stilleri [Learning styles]. Istanbul: Morpa Publication.
  • Felder, R. M. (1996). Matters of style. ASEE American Society of Engineering Education, ASEE Prism, 6(4), 18-23.
  • Flanagan, K. (2001). High school students’ understandings of geometric transformations in the context of a technological environment. Ph.D Thesis, Pennsylvania State University.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Fulkerth, R. (2002). Managing for course and program quality in the online environment. Paper presented at the 2002 Teaching Online in Higher Education Conference, Fort Wayne.
  • Gay, L. R. (1987). Educational Research: Competencies for Analysis and Application (3rd edition). New York: Merrill.
  • Grasha, A., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2-10.
  • Hannafin, R. D., Truxaw, M. P., Vermillion, J. R., & Liu, Y. (2008). Effects of spatial ability and instructional program on geometry achievement. The Journal of Educational Research, 101(3), 148-157.
  • Henderson, D., Fisher, D. L., & Fraser, B. J. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43.
  • Hood, K. (1995). Exploring learning styles and instruction. Retrieved September, 29, 2012, from http://jwilson.coe.uga.edu/EMT705/EMT705.Hood.html
  • Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: The Brain Store Inc.
  • Keefe, J. W., & Ferrell, B. G. (1990). Developing a defensible learning style paradigm. Educational Leadership, 48(2), 57-61.
  • Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Thousand Oaks, CA: Sage Publications. doi: 10.4135/9781412963947
  • Millwood, R., Powell, S., & Tindal, I. (2008). Personalised learning and the ultraversity experience. Interactive Learning Environments, 16(1), 63-81.
  • Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.
  • Slavin, R. (2000). Educational psychology: Theory and practice. 6th Edition, Englewood Cliffs, New Jersey, Allyn and Bacon.
  • Snowman, J., & Biehler, R. (2003). Psychology applied to teaching (10th ed.). New York: Houghton Mifflin.
  • Tynjälä, P. (1999). Learning as building information. Basics of constructivist learning theory. Helsinki: Kirjayhtymä.
  • Vinales, J. J.(2015). The learning environment and learning styles: A guide for mentors. British Journal of Nursing, 24(8), 454-457. doi: 10.12968/bjon.2015.24.8.454.
  • Wilson, B. G. (1995). Maintaining the ties between learning theory and instructional design. Retrieved April, 3, 2011, from http://carbon.cudenver.edu/~bwilson/mainties.html
  • Wood, M. C. (2002). Effects of individualized plans independent of, and supplemented by, learning-style profiles on the mathematics achievement and attitudes of special education students in grades three through six. Unpublished Ph. D. Thesis, New York: St. John’s University.
  • Wyman, P. (2006). Instant learning: Where the world comes to learn. Retrieved April, 22, 2006. http://www.howtolearn.com/lsioptin_teacher.html
Year 2015, Issue: 61, 0 - 0, 01.04.2016

Abstract

References

  • Boatman, K., Courtney, R., & Lee, W. (2008). “See how they learn”: The impact of faculty and student learning styles on student performance in introductory economics. The American Economist, 52(1), 39-48.
  • Bolliger, D. (2004). Investigating student learning in a constructivist multimedia-rich learning environment. Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23.
  • Boydak, A. (2001). Ogrenme stilleri [Learning styles]. Istanbul: Beyaz Publications.
  • Bozkurt, N. (2013). The relation between the history teacher candidates’ learning styles and metacognitive levels. Anthropologist, 16(3), 585-594.
  • Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-430. doi: 10.1080/713663755
  • Cela, K., Sicilia, M.-Á., & Sánchez-Alonso, S. (2015). Influence of learning styles on social structures in online learning environments. British Journal of Educational Technology. doi: 10.1111/bjet.12267
  • Chen, C.-M., & Duh, L.-J. (2008). Personalized web-based tutoring system based on fuzzy item response theory. Expert Systems with Applications, 34(4), 2298-2315. doi: 10.1016/j.eswa.2007.03.010
  • Chesebro, J. L., & McCroskey, J. C. (2002). Communication for teachers. Boston, MA: Allyn & Bacon.
  • Claxton, C. S., & Murrell, P. H. (1987). Learning styles: Implications for improving educational practices, ASHE-ERIC Higher Education Report, 4. Washington: Association for the study of Higher Education, 79.
  • Collison, E. (2000). A survey of elementary students’ learning style preferences and academic success. Contemporary Education, 71(4), 42-49.
  • Dascalu, M.-I., Bodea, C.-N., Moldoveanu, A., Mohora, A., Lytras, M., & de Pablos, P. O. (2015). A recommender agent based on learning styles for better virtual collaborative learning experiences. Computers in Human Behavior, 45(April 2015), 243-253. doi: 10.1016/j.chb.2014.12.027
  • Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles practical approaches for grades 7-12. Massachusetts: Allyn and Bacon.
  • Dwyer, J. (1996). Learning differences and teaching styles. Retrieved May 22, 2011, from http://www.yorku.ca/admin/cst/learndifs.html
  • Erden, M., & Altun, S. (2006). Ogrenme stilleri [Learning styles]. Istanbul: Morpa Publication.
  • Felder, R. M. (1996). Matters of style. ASEE American Society of Engineering Education, ASEE Prism, 6(4), 18-23.
  • Flanagan, K. (2001). High school students’ understandings of geometric transformations in the context of a technological environment. Ph.D Thesis, Pennsylvania State University.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Fulkerth, R. (2002). Managing for course and program quality in the online environment. Paper presented at the 2002 Teaching Online in Higher Education Conference, Fort Wayne.
  • Gay, L. R. (1987). Educational Research: Competencies for Analysis and Application (3rd edition). New York: Merrill.
  • Grasha, A., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48(1), 2-10.
  • Hannafin, R. D., Truxaw, M. P., Vermillion, J. R., & Liu, Y. (2008). Effects of spatial ability and instructional program on geometry achievement. The Journal of Educational Research, 101(3), 148-157.
  • Henderson, D., Fisher, D. L., & Fraser, B. J. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43.
  • Hood, K. (1995). Exploring learning styles and instruction. Retrieved September, 29, 2012, from http://jwilson.coe.uga.edu/EMT705/EMT705.Hood.html
  • Jensen, E. (1998). Introduction to brain-compatible learning. San Diego, CA: The Brain Store Inc.
  • Keefe, J. W., & Ferrell, B. G. (1990). Developing a defensible learning style paradigm. Educational Leadership, 48(2), 57-61.
  • Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Thousand Oaks, CA: Sage Publications. doi: 10.4135/9781412963947
  • Millwood, R., Powell, S., & Tindal, I. (2008). Personalised learning and the ultraversity experience. Interactive Learning Environments, 16(1), 63-81.
  • Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.
  • Slavin, R. (2000). Educational psychology: Theory and practice. 6th Edition, Englewood Cliffs, New Jersey, Allyn and Bacon.
  • Snowman, J., & Biehler, R. (2003). Psychology applied to teaching (10th ed.). New York: Houghton Mifflin.
  • Tynjälä, P. (1999). Learning as building information. Basics of constructivist learning theory. Helsinki: Kirjayhtymä.
  • Vinales, J. J.(2015). The learning environment and learning styles: A guide for mentors. British Journal of Nursing, 24(8), 454-457. doi: 10.12968/bjon.2015.24.8.454.
  • Wilson, B. G. (1995). Maintaining the ties between learning theory and instructional design. Retrieved April, 3, 2011, from http://carbon.cudenver.edu/~bwilson/mainties.html
  • Wood, M. C. (2002). Effects of individualized plans independent of, and supplemented by, learning-style profiles on the mathematics achievement and attitudes of special education students in grades three through six. Unpublished Ph. D. Thesis, New York: St. John’s University.
  • Wyman, P. (2006). Instant learning: Where the world comes to learn. Retrieved April, 22, 2006. http://www.howtolearn.com/lsioptin_teacher.html
There are 35 citations in total.

Details

Journal Section Articles
Authors

Aysen Ozerem This is me

Buket Akkoyunlu

Publication Date April 1, 2016
Published in Issue Year 2015 Issue: 61

Cite

APA Ozerem, A., & Akkoyunlu, B. (2016). Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement. Eurasian Journal of Educational Research(61).
AMA Ozerem A, Akkoyunlu B. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement. Eurasian Journal of Educational Research. April 2016;(61).
Chicago Ozerem, Aysen, and Buket Akkoyunlu. “Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement”. Eurasian Journal of Educational Research, no. 61 (April 2016).
EndNote Ozerem A, Akkoyunlu B (April 1, 2016) Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement. Eurasian Journal of Educational Research 61
IEEE A. Ozerem and B. Akkoyunlu, “Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement”, Eurasian Journal of Educational Research, no. 61, April 2016.
ISNAD Ozerem, Aysen - Akkoyunlu, Buket. “Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement”. Eurasian Journal of Educational Research 61 (April 2016).
JAMA Ozerem A, Akkoyunlu B. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement. Eurasian Journal of Educational Research. 2016.
MLA Ozerem, Aysen and Buket Akkoyunlu. “Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement”. Eurasian Journal of Educational Research, no. 61, 2016.
Vancouver Ozerem A, Akkoyunlu B. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement. Eurasian Journal of Educational Research. 2016(61).