Learning styles of primary education prospective mathematics teachers; states of trait-anxiety and academic success

Abstract

The purpose of present research is to analyze academic success and dominant learning styles and trait anxiety states of Primary Education prospective mathematics teachers. The data have been collected from 168 students enrolled in Erzincan University, Faculty of Education, Primary Education Mathematics Teaching Department. Kolb Learning Style Inventory and Trait Anxiety Inventory have been employed as measurement tools. To answer research questions, besides descriptive statistics, Kruskal Wallis Test, Mann Whitney U Test and simple linear regression analysis techniques have also been employed. Obtained results have proved that dominant learning styles of Primary Education prospective mathematics teachers are mostly converger and assimilator learning styles; states of their academic success vary with respect to their learning styles; trait anxiety levels are not meaningful predictors of their academic success and the level of trait anxiety state does not change with respect to their learning style.