The Effect of Teaching Based on Two Different Methods on Course Success in Students with Different Learning Styles

This research was carried out to determine the learning styles of students studying in the 2nd year of High School, to investigate the effect of teaching according to the 4 Mat teaching method and the teaching according to the traditional method on course achievement, and to determine the relationship between the learning styles of the students and their course The study group of the research consists of students studying at 2nd grade of high school, 32 people determined as experimental group and 32 people as control group. The research was carried out in the 2016-2017 academic year. The application was carried out for 5 hours a week and lasted 3 weeks. In the research, semi-experimental design with pre-test post-test control group was used. While the subject of electric current and resistance was taught according to the lesson plans prepared in accordance with the 4MAT (Mode Application Techniques) teaching method to the experimental group, the lesson was taught to the control group using the traditional method. In the research, the Kolb Learning Style Inventory (KLSI) was used to determine the learning styles of the students and the Electric Current Achievement Test (EABT) was used to determine the achievement scores of the students as pre-test and post-test. SPSS program was used to analyze the data and the significance level was accepted as p 0.05. Whether the data showed normal distribution was analyzed with the Kolmogorov-Smirnov test. Analyzes were made using Mann-Whitney U and Kruskal Wallis-H tests for the data that do not conform to the normal distribution of the test results. When the pre-test and post-test achievement scores of the experimental and control group students were compared, it was determined that there was no significant difference between the pre-test results, but in the post-test, the experimental group students were significantly more successful than the control group students. It is thought that the active participation of the students in the lessons and the applications made in each quarter address the individual differences of the students are effective in increasing the success of the 4MAT teaching method. It was found that the learning styles of students are different from each other. It was determined that the students of the experimental group had analytical and common sense learning styles the most. It was determined that the majority of the students in the control group also had common sense and analytical learning styles. It is noteworthy that the learning styles of students in both experimental and control groups are in the group of common sense and analytical learners. While students with creative learning style were the most successful in the experimental group, students with common sense learning style were the most successful in the control group. However, this difference was not statistically significant. According to the results obtained from the experimental group post-test and control group post-test scores, there was no significant relationship between students course success in electrical current and their learning styles.