The Analysis of Teacher Candidates’ Learning Styles in Terms of Gender and Overall Academic Success According to Gregorc and Kolb Learning Style Models

Abstract

The aim of this study is to analyze teacher candidates’ learning styles in comparison with gender and overall academic success according to Gregorc and Kolb learning style models. The study followed a descriptive model. As the measurement scale, “Gregorc Learning Style Scale” and “Kolb Learning Style Inventory” were used. A total of 297 teacher candidates participated in the study and the data were analyzed by using descriptive statistics and chi-square test. Although the difference was meaningful according to the gender variable in both models; it is not meaningful in terms of the overall academic success. As a result; according to the evaluation for two different learning styles prepared in cognitive dimension, analysing learning styles regarding different variables in different measurement scales, applied in the same study group, gives results in the same way.