|  e-ISSN: 2618-589X

Original article | TAY Journal 2023, Vol. 7(1) 26-43

Effect of Learning Styles on Academic Achievement: A Meta-Analysis

Erol Erdem, Özlem Kaf

pp. 26 - 43   |  DOI: https://doi.org/10.29329/tayjournal.2023.537.02   |  Manu. Number: tay journal.2023.002

Published online: March 31, 2023  |   Number of Views: 20  |  Number of Download: 201


Abstract

The purpose of this study is to determine the effect levels of experimental studies in which the effects of learning styles on academic achievement are examined and to synthesize the findings of there search. Forth is purpose, experimental studies related to learning styles were examined and 18 studies that employed the learning-style based instruction and provided the data required for meta-analysis were included in the study. According to the fixed effect model of the studies, the overall effect size of the studies is d = 779, the Standard error value is SE = 0.056. In homogeneity tests, Q =110,686 was found. The absence hypothesis of homogeneity was rejected because the Q value exceeds its equivalent in the X2 table. I2 statistic value (83.738) was found to indicate high level of heterogeneity. By looking at the combined effect size value according to the random effects model (E ++ = 0.926), it is seen that the learning-style based instruction has a positive effect on academic achievement.

Keywords: Learning styles, meta-analysis, academicachievement


How to Cite this Article?

APA 6th edition
Erdem, E. & Kaf, O. (2023). Effect of Learning Styles on Academic Achievement: A Meta-Analysis . TAY Journal, 7(1), 26-43. doi: 10.29329/tayjournal.2023.537.02

Harvard
Erdem, E. and Kaf, O. (2023). Effect of Learning Styles on Academic Achievement: A Meta-Analysis . TAY Journal, 7(1), pp. 26-43.

Chicago 16th edition
Erdem, Erol and Ozlem Kaf (2023). "Effect of Learning Styles on Academic Achievement: A Meta-Analysis ". TAY Journal 7 (1):26-43. doi:10.29329/tayjournal.2023.537.02.

References

    Ahmed, J. (2013). How different are students and their learning styles? International Journal of Research in Medical Sciences, 1(3), 212. DOI: 10.5455/2320-6012.ijrms20130808

    Akgöz, S., Ercan, I. & Kan, I. (2004). Meta-analysis. Journal of UludagUniversityFaculty of Medicine, 30(2), 107–112.

    Aslan, A. (2012). Effect of virtual learning environments, appropriate with learning styles, on student success and opinions. (Dissertation Number. 300430) [Master Thesis]. Fırat University. YÖK Thesis Center.

    Arı, E. (2008). The impact of a constructivist learning approach and learning styles on the achievement, scientific process skills and attitutes of preservise science teachers through general chemistry laboratory. (Dissertation Number. 221504) [Doctoral dissertation, Marmara University (Turkey)]. YÖK Thesis Center.

    Arslan, B., & Babadogan, C. (2005). The relationship of learning styles of 7th and 8th grade primary school students with academic achievement level, genderand age. Eurasian Journal of Educational Research, 21, 35-48.

    Ataseven, A. G. N., & Oğuz, A. (2015). Examination of theses on learningstyles in Turkey.Journal of Research in Educationand Teaching. 4(3)

    Azar, N. (2008). The effects of using learning styles in cooperative learning in science and technology lesson towards the science and technology course, science process skills, retention learning and students? Achievement (Dissertation Number. 220060) [Master Thesis]. Karaelmas University, Zonguldak. YÖK Thesis Center.

    Baş, G., & Beyhan, Ö. (2013). Effects of learning styles based ınstruction on academic achievement, retention level and attitudes towards english course. Journal of Faculty of Educational Sciences, 46(2). https://doi.org/10.1501/Egifak_0000001298

    BasolGocmen, G. (2004). An overview of the meta-analysis. Sakarya UniversityFaculty of EducationJournal, 7, 186-192.

    Bicer, M. (2010). The relation ship between grade levels, genders, academic achievements, lesson groups and learning styles of primary school 6th, 7th and 8th grade students. (Dissertation Number. 263664), [Doctoral Thesis]. Yıldız Technical University. YÖK Thesis Center.

    Blettner, M., Sauerbrei, W., Schlehofer, B., Scheuchenpflug, T., & Friedenreich, C. (1999). Traditional reviews, meta-analyses and pooled analyses in epidemiology. International Journal Of Epidemiology, 28(1), 1-9.

    Bozkurt, O., & Aydogdu, M. (2009). Comparison of theeffect of teachingbased on Dunn and Dunn learning style model and traditional teaching method on students' academic achievement levels and attitudes in primary school 6th grade science lesson. Elementary Education Online, 8(3), 1-14.

    Bulut, M. S., & Hasırcı, Ö. K. (2014). The effect of teachers' learning styles on social studies lesson teaching styles. International Journal of Curriculum and Instructional Studies, 2(3).

    Can, S. (2011). Investigation of the relationship between pre-primary teachers' learning styles and some variables. Hacettepe University Faculty of Education Journal, 41(41), 70-82.

    Cengizhan, S., & Özer, S. (2016). The effect of the 4MAT learning style model on academic achievement and learning retention in teaching “ratioand proportions. Eğitimde Kuram ve Uygulama, 12(3), 568-589.

    Çarkungöz, E., & Bülent, E. (2009). Meta analysis. Journal of Uludag University Faculty of Veterinary Medicine, 28(1), 33-37.

    Çakıroğlu, S. (2014). Öğrenme stilleri ve beyin temelli öğrenme yaklaşımının öğrencilerin biyoloji dersindeki başarı ve tutumları üzerine etkisi (Dissertation Number. 381621). [Doctoral Dissertation]. YÖK Thesis Center.

    Çelik, S. (2013). Theeffect of alternative teaching methods used in primar yschool mathematics lessons on academic achievement: A meta-analysis study (Publicationno. 322084) [Master's thesis, Eskişehir Osmangazi University]. YÖK Thesis Center.

    Çömek, A. (2009). The effect of using ınternet efficiently and learning styles on prospective teachers' academic achievement and attitudes. (Dissertation Number 250866). [Doctoral Dissertation, Marmara Universitesi (Turkey)]. YÖK Thesis Center.

    Demir, T. (2008). Learning styles of Turkish education department students and their relationship with various variables. Journal of International Social Research, 1(4).

    Dincer, S. (2014). Applied meta-analysis in educationalsciences. Pegem.

    Dinçöz, T. (2007). Learning styles and physics learning styles of Anatolian high school students. [Unpublished master’sthesis]. Marmara University. YÖK Thesis Center.

    Dunn, R., Griggs, S. A., Gorman, B. S., Olson, J., & Beasley, M. (1995). A meta-analytic validation of the Dunn and Dunn model of learning-style preferences. The Journal of Educational Research, 88(6), 353–363. http://dx.doi.org/10.1080/00220671.1995.9941181

    Ekici, G., & Kurt, H. (2013). Individual differences and their reflections on teaching. In Ekici, G & Güven M. (2013), (Ed.). New Learning-Teaching Approaches and Application Examples. Ankara: PEGEM Publishing.

    Ekici, G. (2013). Examination of prospective teachers' learning styles in terms of genderand general academic achievement according to Gregorc and Kolb learning style models. Education and Science, 38(167).

    Elçi, A. N. (2008). The effects of learning methods chosen in accordance to the learning styles on the achievements of the student, on his attitudes and his anxiety towards mathematics. (Dissertation Number. 220312) [Doctoral dissertation, Dokuz Eylül University]. YÖK Thesis Center.

    Ermurat, D. G. (2013). Effect of learning styles and brain-based learning approach on success and behaviors of students biology class (Dissertation Number. 325329) [Doctoral dissertation, Atatürk University]. YÖK Thesis Center.

    Felder, R. M. (1996). Matters of style. ASEE prism, 6(4), 18-23.

    Gulbahar, Y. (2005). Learning styles and technology. Education and Science, 30(138).

    Gelbal, S. (2010). The effect of socioeconomic characteristics of eighth grade students on their Turkish success. Education and Science, 33(150).

    Gencel, İ. E. (2006). Learning styles, instruction based on kolb's experiential learning theory, attitude and social studies achievement. (Dissertation Number. 206021). [Doctoral dissertation, Dokuz Eylül University]. YÖK Thesis Center.

    Gökova, V. (2010). The effect of learning content management system that were designed according to the students’ learning styles over students’ success in basic computer application scourse [Master’s thesis, Ege University, İzmir, Turkey]. YÖK Thesis Center.

    Günhan Okursoy, F. (2009). Theeffect of concept maps teaching strategy on student achievement: a meta-analysis study. (Dissertation Number. 212794) [Master'sthesis, Marmara University, Institute of Educational Sciences]. YÖK Thesis Center.

    Hasırcı, Ö. K. (2006). Learning styles of primary school teachers: the case of Çukurova University. Theory and Practice in Education, 2(1), 15-25.

    İnal, A. (2013). Determining the effects of teaching chemical bonds subject of 9th class with learning styles and traditional learning approach to a students'academic achievement. (Dissertation Number. 333517) [Doctoral thesis, Gazi University,] YÖK Thesis Center.

    Kabadayi, A. (2004). Comparison of primary school students' cognitive learning styles and gender: the case of Konya. Ondokuz Mayıs UniversityJournal of the Faculty of Education, 18, 1- 6

    Kaplan, E.J. andKies, D.A. (1995). Teaching styles and learning styles: which came first. Journal of Instructional Psychology, 22(1).

    Kavale, K. A., & Forness, S. R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54(3), 228–239.

    Kaya, M., & Kaya, M. F. (2013). Trends in geography education: a meta-analysis study on graduate theses until 2012. Marmara Journal of Geography, (27), 282-313.

    Kilic, E., & Karadeniz, S. (2004). Theeffect of gender and learning style on navigation strategy and success. Gazi UniversityJ ournal of Gazi Education Faculty, 24(3).

    Kök, A. (2018). The effectiveness of the blended learning method: A meta-analysisstudy (Dissertation Number. 508294) [Master'sthesis, Necmettin Erbakan University, Institute of Educational Sciences]. YÖK Thesis Center.

    Lovelace, M. K. (2005). Meta-analysis of experimental research based on the Dunn and Dunn Model. The Journal of Educational Research, 98(3), 176–183.

    Mutlu, M. (2008). Learning styles of education faculty students. Journal of Atatürk University Kazım Karabekir Education Faculty, (17), 1-21.

    Önder, F. (2006). The effect of teaching methods based on learning styles in the education of physics on student success (Disssertation Number. 189808) [Doctoral dissertation, Dokuz Eylül University]. YÖK Thesis Center.

    Özdemir, N. (2015). An experimental study related to application of the kolb’s learning cycle in geography lectures. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 81-98.

    Öztürk, Z. (2007). Learning styles of teaching based on 4MAT model on the student success for high school history lesson. (Disssertation Number. 508294) [Gazi University]. YÖK Thesis Center.

    Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M.., & Duffy, S. (2006). Guidance on the conduct of narrativesyn thesis in systematic reviews. A product from the ESRC methods programme Version, 1, b92.

    Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, assessment and adjustments, 1-7.

    Saglam, M., & Yuksel, I. (2007). Meta-analysisand meta-evaluation in program evaluation. Dumlupınar University Journal of Social Sciences, (18).

    Seven, M. A., & Engin, A. O. (2008). Factors affecting learning. Journal of Atatürk University Social Sciences Institute, 12(2), 189-212.

    Slemmer, D. L. (2002). The effect of learning styles on student achievement in various hypertext, hyper media and technology enhanced learnin genvironments: A meta-analysis (Doctoral dissertation). Available from ProQuest Dissertations and Theses data base. (Dissertation Number. 3095975)

    Smoke, B. (2008). Comparison of the educational philosophies that students adoptand the learning strategies and learning styles they use. Çukurova UniversityJournal of Social Sciences Institute, 17(1), 203-224.

    Şahin, M. C., & Tekdal, M. (2005). The effectiveness of internet-based distance education: A meta-analysis study. Academic Informatics, 02-04.

    Şendil, C. A. N. (2011). Investigation of the relationship between pre-primary teachers' learning styles and some variables. Hacettepe University Faculty of Education Journal, 41(41), 70-82.

    Trust, M. (2004). The relationship between learning styles and learnin gstrategies.

    Usta, A. (2006). The Effect of teaching activities based on learning styles of students on their attitudes and achievements in primary schools science lectures (Dissertation Number. 189265) (Master'sthesis, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü). YÖK Thesis Center.

    Üstün, U., & Eryılmaz, A. (2014). A research method for effective research syntheses: Meta-analysis. Education and Science, 39(174).

    Vaishnav, R. S., & Chirayu, K. C. (2013). Learning style and academic achievement of secondary schools tudents. Voice of Research, 1(4), 1-4.