Abstract
<p style="text-align:justify">In this study, the relations between learning styles and academic success of pre-service history teachers were examined. The study group of this research was comprised of 142 pre-service history teachers, who attended Bayburt University, Faculty of Humanities and Social Sciences, Department of History in spring quarter of 2017-2018 academic year. "Grasha-Reichmann Learning Style Scale" was used in collection of data for the research. As per the academic success of the pre-service history teachers, averages of their four major area course grades were recorded. In the analysis of the research data, descriptive statistics, t-test for the independent groups, and multiple regression analysis were used. It was understood that the dominant learning styles of pre-service history teachers were, respectively, dependent, independent, participant, collaborator, avoidant, and competitive learning styles. Also, it was found that gender variable has not significant effect on pre-service history teachers’ learning style. In the regression analysis, it was discovered that the learning styles of pre-service history teachers are predictive for their academic success. Moreover, it was understood that only participant and competitive learning styles significantly predicted the academic success. In other words, learning styles of pre-service history teachers accounted for 28 % of academic success of the pre-service history teachers.</p>
Highlights
In education and training, student-centered approaches emphasize the importance of the learner in learning process
The dominant learning styles of 142 pre-service history teachers are presented on Table 3
In the res earch study, it was understood that the collaborative and competitive learni ng styles of the pre-service history teachers were in hi gh lev els, while their independent, avoidant, dependent, and participant learning style levels were moderate
Summary
Student-centered approaches (constructivism) emphasize the importance of the learner in learning process. That the learners have different learning types is one of the important elements of this principle. It can be mentioned that individuals are different bas ed on their learning styles as they differ one from another concerning wei ght, height, gender, race, self-esteem, and confidence (Gozutok, 2011, p.75). Learning s tyle is a different preference of each i ndividual about learning. When the definitions for learning s tyles are examined, it is observed that "preference" is in common among all of these definitions. How the individuals prefer to learn is their learning style Each individual has strengths and weaknesses, different motivations and working methods Each individual has strengths and weaknesses, different motivations and working methods (Gokce, 2014, p. 183)
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