Effects of Learning Styles Based Instruction on Academic Achievement, Retention Level and Attitudes towards English Course

The purpose of the study was to investigate the effects of learning styles based instruction on students’ academic achievement, attitudes towards course and the retention levels of their achieved knowledge in the 7th grade elementary English course. The research was carried out in 2011–2012 education-instruction year in an elementary school in Niğde province. Totally 64 students in two different classes in the 7th grade of this school participated in the study. The pre/post-test control group quasi-experiment research model was used in this study. In order to test the significance between the groups, the independent samples t test was used in the study. The results of the research showed a significant difference amongst academic achievement, attitudes towards course and retention levels of the achieved knowledge in favour of the experimental group.