AUTHORS

Eyyam,
Al-Hebaishi
Akkoyunlu,
Bilgiv,
Smoak
Ozkan
Kurbal
Senturk,
Sahoo,

YEAR
2011
2012
2008
2003
2007
2003
2011
2011

2013

Khalid,

2013

FINDINGS
It is found that there were differences in the learning styles of prospective teachers
according to their Departmental choices.
The findings demonstrated the lack of a significant relationship between learning styles and
academic performance.
The overall findings showed no significant differences between students achievement level
according to their learning styles.
Pearson moment correlation analyses showed that there was a significant correlation
between learning styles and academic success.
Findings on the individual learning styles of Language Arts/Mathematics students had no
effect on their achievement.
Results of the statistical analyses indicated that students learning styles had a significant
effect on their biology achievement.
The results of the statistical analyses showed that there was a significant difference in
mathematics achievement scores of students with respect to learning styles.
It was found that nearly half of the 7th Grade students have participant learning style.
The results of the study report that a large majority of students of ODL mode were found to
be adopting Collaborative, Participant, Dependent, and Competitive learning styles.
Students having Independent learning style were found to be significantly larger in number
than those having Dependent style while the number of students with Participant learning
style were found to be significantly larger than those having Avoidant style among distance
mode B.Ed. trainees. The number of students having a Collaborative style were found to be
approximately same as students with Competitive learning style.
The findings showed no significant relationship between learning styles and academic
achievements.

Uzuntiryaki
Graham,
Abidin,
Montemayor,

2007
2001
2011
2009

Adeyemo
2013

Amir,
Demirbas

2010
2001

Vawda
Alasya

2011

Orhun,
2007

Results showed that there was a statistically significant difference among students with
different learning styles with respect to chemistry achievement.
Low positive relationships were found between students learning styles and academic
performance in a Plant Propagation Course.
The analyses of the data indicated a significant relationship between overall academic
achievement and learning styles.
The Freshman Teacher Education students do not vary in terms of their learning style when
compared according to level of academic performance.
The relationship between students learning styles and their academic achievement in
physics is positive and significant.
The main and combined effect of students learning styles on students academic
performance in physics are positive and significant.
Based on these findings, it was concluded that students learning styles have significant
effects on the students achievement in physics.
Results indicated that students are more dominant in collaborative and competitive learning
styles.
It was found out that there was no difference in the performance of the design students
having diverse learning styles.
No significant relationship was found between learning styles and academic performance of
first year university students.
The results of the study revealed that students mostly preferred collaborative and
competitive learning styles.
It was found that there was meaningful relationship between students learning styles and
students achievements on Physics I.

Sethi
Warn

2009

Tatar
2008

ONeale

2013

Udeani
2011

Rautopuro

2003

Sengul
Aalbers
Ta-Ngam

2013
2012

Khasawneh

2006

2007

Correlation of achievement in mathematics with measure of learning styles was positive

and significant.
There is no significant association between the students learning style and their academic
performance in Taxation course.
The results showed that teachers collaborative and competitive learning styles are more
dominant than the other learning styles and collaborative learning styles has a higher
frequency than the other learning styles.
The correlation analysis between learning style and chemistry achievement showed a
statistically significant positive correlation between participant learning style and students
chemistry success.
The contribution of the learning styles as predictors of a chemistry students academic
achievement in group theory was not significant.
The relationship between students learning styles and their academic achievement in
biology is positive and significant.
The effect of learning styles on students academic performance in biology are positive and
significant.
It was concluded that students learning styles have significant effects on the students
achievement in biology.
Learning styles dont seem to have any effect on course success in applied statistics courses
in education.
There was no significant difference between the program types and learning styles.
No learning style was found to correlate positively with grades.
Most students occupied collaborative and participant learning styles, then independent,
dependent, avoidant, and competitive, respectively.
Differences in learning styles were not found due to specialty area.

Uzun & Senturk

2007
Uzun,
Goktalay,
Tonog
Ng,

2012
2003
2011

Results suggested that students at ULUDAG University Faculty of Education are

collaborative and competitive style learners.
Data analysis revealed that there were no department-related differences of students
learning preferences.
It was concluded that students learning style profiles were similar across all of the
departments.
Learning styles affect students academic achievement.
Not only did learning style not affect the performance of an average student, it did not
affect the performance of the whole spectrum of the student population.