The Achievement And Anxiety Levels Of Secondary School Students In Math Lesson According To Their Learning Styles

The purpose of this research is to identify the achievement and anxiety levels of secondary school students in math lesson according to their learning styles and whether this situation is differing significantly according to students’ genders or not. Six hundred ninety two (692) 7th grade students ,who were selected from eight secondary schools in Karşıyaka in İzmir, joined in the research. Kolb Learning Styles Inventory-III which was developed by Kolb,adapted to Turkish by Gencel (2006), and Math Anxiety Scale which was developed by Erol (1989) were used. 2010/2011 first semester maths lesson school reports of the students were used to measure students’ math achievement, also. The findings of the research, it was found that students generally prefer diverging learning style (%33,7); there isn’t a meaningful difference between students’ learning styles and their gender; students’ math achievements and math anxiety don’t differ significantly according to their learning styles.