The effects of science student teachers’ academic achievements, their grade levels, gender and type of education they are exposed to on their 4mat learning styles (Case of Muğla University, Turkey)

Abstract The purpose of this descriptive study conducted according to scanning model is to determine the learning styles of the student teachers of science; and to investigate the effects of academic achievement, their grade levels (first, second, third of fourth-year), gender and the type of education they are exposed to on these learning styles. The data of the study were obtained through The Kolb Learning Style Inventory. The present study was carried out among 273 first, second, third and fourth year student teachers randomly chosen from the Science Department of Mugla University in the fall term of 2008-2009 academic year. The data obtained in the study were analyzed through descriptive statistics; frequencies and percentages, and non-parametric statistics, Chi-Square, for two variables. At the end of the analyses conducted, it was found that while there is no significant correlation between the students’ learning styles and the academic achievements and their grade levels (first year, second year, third year and fourth year); there are significant correlations between their learning styles and their genders and the type of education they are exposed to.