Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles
The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.
[1] N.R. Kuncel, M. Crede, and L.L. Thomas, "The validity of self-reported
grade point averages, class ranks, and test score: A meta-analysis and
review of the literature." Review of Educational Research, vol.75, pp.
63-82, 2005.
[2] A.R. Jensen, "The g factor." Westport, Connecticut: Preager. 1998.
[3] M. Boekaerts, "The interface between intelligence and personality as
determinants of classroom learning." In International handbook of personality and intelligence, D. Saklofske and M. Zeidner, Eds. New
York, Plenum, 1995, pp. 161-183.
[4] Y. Yamazaki, "Learning styles and typologies of cultural differences: A
theoretical and empirical comparison." International Journal of Intercultural Relations, vol. 29, pp. 521-548. 2005.
[5] S, Joy, and D.A. Kolb, "Are there cultural differences in learning style?"
International Journal of Intercultural Relations, vol. 33, pp. 69-85. 2009.
[6] C. Jones, C. Reichard, and K. Mokhtari, "Are students- learning styles
discipline specific?" Community College Journal of Research and Practice, vol. 27, pp. 363-375. 2003.
[7] A.Y. Kolb, and D.A. Kolb, "Learning styles and learning spaces: Enhancing experiential learning in higher education." Academy of
Management Learning & Education, vol. 4, pp. 193-212, 2005.
[8] D. A. Kolb, "Learning styles and disciplinary differences" In The
modern American college: Responding to the new realities of diverse
students and a changing society, A.W Chickering and associates Eds.
San Francisco, CA: Jossey-Bass, 1981. pp. 232-255.
[9] J.W. Keefe, "Learning style: An overview." In Student learning styles:
Diagnosing and prescribing programs, J.W. Keefe Ed. Reston: National
Association of Secondary School Principals, 1979, pp. 1-17.
[10] L. Curry, "Review of learning style, studying approach, and instructional
preference research in medical education." In International perspectives
on individual differences: Vol. 4. Cognitive styles, R.J Riding and S.G.
Rayner Eds. Stamford, CT: Ablex Publishing, 2000, pp. 263-276.
[11] H. Witkin, "Cognitive styles in academic performance and teacherstudent
relations." In Individuality in learning: Implications of cognitive
styles and creativity for human development, S. Messick and associates
(Eds.), San Francisco, CA: Jossey-Bass, 1976.
[12] D. Kolb and M. Goldman, "Toward a typology of learning styles and
learning environments: an investigation of the impact of learning styles
and discipline demands on the academic performance, social adaptation,
and career choice of M.I.T. seniors." Sloan School of Management
Working Paper, 1973, pp. 688-773.
[13] P. Aşkar, and B. Akkoyunlu, "Kolb learning style inventory" [Kolb
ö─ƒrenme stili envanteri], E─ƒitim ve Bilim, vol. 87, pp. 37-47, 1993.
[14] ├£. Köymen, "Learning and study strategies inventory: Validity and
reliability study" [Öğrenme ve ders çalışma stratejileri envanteri:
Geçerlik ve güvenirlik çalışması], Psikolojik Danışma ve Rehberlik
Dergisi, vol. 2, pp. 19-28, 1994.
[15] D. Deryakulu, and ┼×. B├╝y├╝közt├╝rk, "Validity and reliability study of
epistemological beliefs questionnaire" [Epistemolojik inan├º öl├ºe─ƒinin
geçerlik ve güvenirlik çalışması], Eurasian Journal of Educational
Research, vol. 8, pp. 111-125, 2002.
[16] E. E. Atbaş, "An investigation of the relationship between the
personality traits of introversion-extroversion and the oral proficiency of
learners of English in an EFL setting in Turkey," Unpublished master
thesis, Bilkent University, Ankara, Turkey, 1997.
[17] T.T. Moores, J.C. Change, and D.K. Smith, "Learning style and
performance: A field study of IS students in an analysis and design
courses." Journal of Computer Information Systems, vol. Fall. pp. 77-85,
2004.
[18] F, Tai-Sheng, L, Yi-Ching, and L. M. Niess, "Predicting academic
achievement of college computer science majors." Journal of Research
on Computing in Education, vol. 31, pp. 155-172, 1998.
[19] Y-M. Shiue, "The effects of cognitive learning style and prior computer
experience on Taiwanese college students- computer self-efficacy in
computer literacy courses." Journal of Educational Technology Systems,
vol. 31, pp. 393-409, 2002-2003.
[20] J.P. Myers, Jr., and B. Munsinger, "Cognitive style and achievement in
imperative and functional programming language courses.” In Call of
the North, NECC-96. Proceedings of the Annual National Educational
Computing Conference, 10p, June, 1996.
[21] S.R. Terrell, "The effect of learning style on doctoral course completion
in a web-based learning environment.” Internet and Higher Education,
vol. 5, pp. 345-352, 2002.
[22] A.Y. Kolb and D. A. Kolb, "The Kolb Learning Style Inventory-Version
3.1: 2005 Technical specifications.” HayGroup, 2005. Available at:
http://www.haygroup.com/tl/Downloads/LSI_Technical_Manual.pdf
[23] P. Warr, and J. Downing, "Learning strategies, learning anxiety and
knowledge acquisition.” British Journal of Psychology, vol. 91, pp. 311-
333, 2000.
[24] M. Philbin, M.E. Huffman, and P. Boverie, "A survey of gender and
learning styles.” Sex Roles, vol. 32, pp. 485-494, 1995.
[25] D. Kolb, Experiential learning: Experience as the source of learning
and development. Engelwood Cliffs, NJ: Prentice-Hall. 1984.
[26] S. Vernon-Gerstenfeld, "Serendipity? Are there gender differences in the
adoption of computers? A case study.” Sex Roles, vol. 21, pp. 161-173,
1989.
[27] M.J. Jacobson, J.J. Jehng, and C. Maouri, "The cultural and domain
specify of epistemological beliefs: A cross-cultural study of Taiwanese
and American university students.” Paper presented at the annual
meeting of the American Educational Research Association, New York,
1994.
[28] D. Deryakulu, and Ş. Büyüköztürk, "The re-examination of the
epistemological beliefs questionnaire’s factor structure: Comparing
epistemological beliefs in terms of gender and program type
[Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi:
Cinsiyet ve öğrenim görülen program türüne göre epistemolojik
inançların karşılaştırılması,], Eurasian Journal of Educational Research,
vol. 18, pp. 57-70, 2005.
[29] S. Lipsky, "Correlating the LASSI with developmental students’
academic performance” In Selected Proceedings from the Annual
Conferences of the Pennsylvania Association of Developmental
Educators, pp. 47-49, March, 1998.
[30] C.E. Weinstein, "LASSI user’s manual.” H&H Publishing Company,
Clearwater, Florida, 1987.
[31] S.E. Severiens, and G.T.M Ten Dam, "Gender differences in learning
styles: A narrative review and quantitative meta-analysis.” Higher
Education, vol. 27, pp. 487-501, 1994.
[32] D.H Jonassen, and B.L. Grabowski, "Handbook of individual
differences, learning, and instruction.” Hillsdale, NJ: Lawrence
Erlbaum, 1993.
[33] A. Funham, T. Chamorro-Premuzic, and F. McDougall, "Personality,
cognitive ability, and beliefs about intelligence as predictors of academic
performance.” Learning and Individual Differences, vol. 14, pp. 49-66,
2003.
[34] J. McKenzie, "Neuroticism and academic achievement: The Furneaux
factor.” Personality and Individual Differences, vol. 10, pp. 509-515,
1989.
[35] K.V. Petrides, T. Chamorro-Premuzic, N. Fredericson, and A. Furnham,
"Explaining individual differences in scholastic behaviour and
achievement.” British Journal of Educational Psychology, vol. 75, pp.
239-255, 2005.
[36] M.C.W. Yip, and O.L.L. Chung, "Relationship of study strategies and
academic performance in different learning phases of higher education
in Hong Kong.” Educational Research and Evaluation, vol. 11, pp. 61-
70, 2005.
[37] M.D. Svincki, and N.M. Dixon, "The Kolb model modified for
classroom activites,” College Teaching, vol. 35, pp. 141-146, 1987.
[38] S.M. Montgomery, and L.N. Groat, "Student learning styles and their
implications for teaching.” CRTL Occasional Papers, No. 10, The center
for Research on Learning and Teaching, http://www.crlt.umich.
edu/publinks/CRLT_no10.pdf
[1] N.R. Kuncel, M. Crede, and L.L. Thomas, "The validity of self-reported
grade point averages, class ranks, and test score: A meta-analysis and
review of the literature." Review of Educational Research, vol.75, pp.
63-82, 2005.
[2] A.R. Jensen, "The g factor." Westport, Connecticut: Preager. 1998.
[3] M. Boekaerts, "The interface between intelligence and personality as
determinants of classroom learning." In International handbook of personality and intelligence, D. Saklofske and M. Zeidner, Eds. New
York, Plenum, 1995, pp. 161-183.
[4] Y. Yamazaki, "Learning styles and typologies of cultural differences: A
theoretical and empirical comparison." International Journal of Intercultural Relations, vol. 29, pp. 521-548. 2005.
[5] S, Joy, and D.A. Kolb, "Are there cultural differences in learning style?"
International Journal of Intercultural Relations, vol. 33, pp. 69-85. 2009.
[6] C. Jones, C. Reichard, and K. Mokhtari, "Are students- learning styles
discipline specific?" Community College Journal of Research and Practice, vol. 27, pp. 363-375. 2003.
[7] A.Y. Kolb, and D.A. Kolb, "Learning styles and learning spaces: Enhancing experiential learning in higher education." Academy of
Management Learning & Education, vol. 4, pp. 193-212, 2005.
[8] D. A. Kolb, "Learning styles and disciplinary differences" In The
modern American college: Responding to the new realities of diverse
students and a changing society, A.W Chickering and associates Eds.
San Francisco, CA: Jossey-Bass, 1981. pp. 232-255.
[9] J.W. Keefe, "Learning style: An overview." In Student learning styles:
Diagnosing and prescribing programs, J.W. Keefe Ed. Reston: National
Association of Secondary School Principals, 1979, pp. 1-17.
[10] L. Curry, "Review of learning style, studying approach, and instructional
preference research in medical education." In International perspectives
on individual differences: Vol. 4. Cognitive styles, R.J Riding and S.G.
Rayner Eds. Stamford, CT: Ablex Publishing, 2000, pp. 263-276.
[11] H. Witkin, "Cognitive styles in academic performance and teacherstudent
relations." In Individuality in learning: Implications of cognitive
styles and creativity for human development, S. Messick and associates
(Eds.), San Francisco, CA: Jossey-Bass, 1976.
[12] D. Kolb and M. Goldman, "Toward a typology of learning styles and
learning environments: an investigation of the impact of learning styles
and discipline demands on the academic performance, social adaptation,
and career choice of M.I.T. seniors." Sloan School of Management
Working Paper, 1973, pp. 688-773.
[13] P. Aşkar, and B. Akkoyunlu, "Kolb learning style inventory" [Kolb
ö─ƒrenme stili envanteri], E─ƒitim ve Bilim, vol. 87, pp. 37-47, 1993.
[14] ├£. Köymen, "Learning and study strategies inventory: Validity and
reliability study" [Öğrenme ve ders çalışma stratejileri envanteri:
Geçerlik ve güvenirlik çalışması], Psikolojik Danışma ve Rehberlik
Dergisi, vol. 2, pp. 19-28, 1994.
[15] D. Deryakulu, and ┼×. B├╝y├╝közt├╝rk, "Validity and reliability study of
epistemological beliefs questionnaire" [Epistemolojik inan├º öl├ºe─ƒinin
geçerlik ve güvenirlik çalışması], Eurasian Journal of Educational
Research, vol. 8, pp. 111-125, 2002.
[16] E. E. Atbaş, "An investigation of the relationship between the
personality traits of introversion-extroversion and the oral proficiency of
learners of English in an EFL setting in Turkey," Unpublished master
thesis, Bilkent University, Ankara, Turkey, 1997.
[17] T.T. Moores, J.C. Change, and D.K. Smith, "Learning style and
performance: A field study of IS students in an analysis and design
courses." Journal of Computer Information Systems, vol. Fall. pp. 77-85,
2004.
[18] F, Tai-Sheng, L, Yi-Ching, and L. M. Niess, "Predicting academic
achievement of college computer science majors." Journal of Research
on Computing in Education, vol. 31, pp. 155-172, 1998.
[19] Y-M. Shiue, "The effects of cognitive learning style and prior computer
experience on Taiwanese college students- computer self-efficacy in
computer literacy courses." Journal of Educational Technology Systems,
vol. 31, pp. 393-409, 2002-2003.
[20] J.P. Myers, Jr., and B. Munsinger, "Cognitive style and achievement in
imperative and functional programming language courses.” In Call of
the North, NECC-96. Proceedings of the Annual National Educational
Computing Conference, 10p, June, 1996.
[21] S.R. Terrell, "The effect of learning style on doctoral course completion
in a web-based learning environment.” Internet and Higher Education,
vol. 5, pp. 345-352, 2002.
[22] A.Y. Kolb and D. A. Kolb, "The Kolb Learning Style Inventory-Version
3.1: 2005 Technical specifications.” HayGroup, 2005. Available at:
http://www.haygroup.com/tl/Downloads/LSI_Technical_Manual.pdf
[23] P. Warr, and J. Downing, "Learning strategies, learning anxiety and
knowledge acquisition.” British Journal of Psychology, vol. 91, pp. 311-
333, 2000.
[24] M. Philbin, M.E. Huffman, and P. Boverie, "A survey of gender and
learning styles.” Sex Roles, vol. 32, pp. 485-494, 1995.
[25] D. Kolb, Experiential learning: Experience as the source of learning
and development. Engelwood Cliffs, NJ: Prentice-Hall. 1984.
[26] S. Vernon-Gerstenfeld, "Serendipity? Are there gender differences in the
adoption of computers? A case study.” Sex Roles, vol. 21, pp. 161-173,
1989.
[27] M.J. Jacobson, J.J. Jehng, and C. Maouri, "The cultural and domain
specify of epistemological beliefs: A cross-cultural study of Taiwanese
and American university students.” Paper presented at the annual
meeting of the American Educational Research Association, New York,
1994.
[28] D. Deryakulu, and Ş. Büyüköztürk, "The re-examination of the
epistemological beliefs questionnaire’s factor structure: Comparing
epistemological beliefs in terms of gender and program type
[Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi:
Cinsiyet ve öğrenim görülen program türüne göre epistemolojik
inançların karşılaştırılması,], Eurasian Journal of Educational Research,
vol. 18, pp. 57-70, 2005.
[29] S. Lipsky, "Correlating the LASSI with developmental students’
academic performance” In Selected Proceedings from the Annual
Conferences of the Pennsylvania Association of Developmental
Educators, pp. 47-49, March, 1998.
[30] C.E. Weinstein, "LASSI user’s manual.” H&H Publishing Company,
Clearwater, Florida, 1987.
[31] S.E. Severiens, and G.T.M Ten Dam, "Gender differences in learning
styles: A narrative review and quantitative meta-analysis.” Higher
Education, vol. 27, pp. 487-501, 1994.
[32] D.H Jonassen, and B.L. Grabowski, "Handbook of individual
differences, learning, and instruction.” Hillsdale, NJ: Lawrence
Erlbaum, 1993.
[33] A. Funham, T. Chamorro-Premuzic, and F. McDougall, "Personality,
cognitive ability, and beliefs about intelligence as predictors of academic
performance.” Learning and Individual Differences, vol. 14, pp. 49-66,
2003.
[34] J. McKenzie, "Neuroticism and academic achievement: The Furneaux
factor.” Personality and Individual Differences, vol. 10, pp. 509-515,
1989.
[35] K.V. Petrides, T. Chamorro-Premuzic, N. Fredericson, and A. Furnham,
"Explaining individual differences in scholastic behaviour and
achievement.” British Journal of Educational Psychology, vol. 75, pp.
239-255, 2005.
[36] M.C.W. Yip, and O.L.L. Chung, "Relationship of study strategies and
academic performance in different learning phases of higher education
in Hong Kong.” Educational Research and Evaluation, vol. 11, pp. 61-
70, 2005.
[37] M.D. Svincki, and N.M. Dixon, "The Kolb model modified for
classroom activites,” College Teaching, vol. 35, pp. 141-146, 1987.
[38] S.M. Montgomery, and L.N. Groat, "Student learning styles and their
implications for teaching.” CRTL Occasional Papers, No. 10, The center
for Research on Learning and Teaching, http://www.crlt.umich.
edu/publinks/CRLT_no10.pdf
@article{"International Journal of Business, Human and Social Sciences:55934", author = "Deniz Deryakulu and Şener Büyüköztürk Hüseyin Özçınar", title = "Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles", abstract = "The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.
", keywords = "Academic achievement, student ICT teachers, Kolb learning styles, experiential learning.", volume = "3", number = "10", pages = "1923-7", }
