An Investigation Faculty of Economics and Administrative Sciences Students Learning Styles with Success According to Gender, Program and Class Level

The aim of the study is to examine Faculty of Economics and Business Administration students’ learning styles and academic success according to gender, class level and undergraduate program. Sample, which is in screening model, consists of 427 Faculty of Economics and Business Administration students. Personal information forms and Kolb Learning Styles Inventory (LSI) were used to obtain data. In the present study, reliability coefficients of the measures related to learning styles vary between .63 and .76. It was determined that the dispersion of students according to their learning styles differ significantly and proportional dispersion of the students in the sample are assimilator, converger, divergent, accomodator respectively. While on the expected rate of assimilator and convertor students are high, accommodator and diverger rates are lower than expected rate. It was found that related faculty students’ academic success did no change according to their learning styles. The average academic achievement of students who have different learning styles were similar. It said that based on these findings learning styles in sample is not an important variable in determining academic success. There was not any relation between gender and learning style. Distribution ratio according to the learning styles of boys and girls is similar. Appears that gender is an important variable in determining the learning style in the study. However, it is important for the variables of gender and grade level in academic achievement. According to gender it was concluded that girls are more successful than boys and level of success decreases from first class to third, and it increases again in the fourth class. It is clear that registered in the program is not a significant variable in determining the learning style. Registered four different programs with the students are similar distribution rates according to their learning styles. There is no relation between the programs and learning styles. Significant difference was found in students’ academic success according to their programs. It was determined that students of the department of social services are the most successful and students of the departments of economics and business are the least successful groups. Causes of academic success may be differences that have higher entry points for students who enroll in social service programs and the programs consist of different courses.