The relationship of learning styles to acodemic achievement:the role of gender and academic discipline

Subject Areas : روان درمانگری

Rohola Panahi ¹ ( Islamic Azad University Marvdasht Branch Iran-Marvdasht )
Soltanali Kazemi ² ( PhD

Islamic Azad University Marvdasht Branch Iran-Marvdasht )
Azarmidokht Rezaie ³ ( PhD

Islamic Azad University Marvdasht Branch Iran-Marvdasht )

Received: 2015-06-03 Accepted : 2015-06-03 Published : 2011-12-22

Keywords: learning styles, gender, Academic Achievement, high school students, academic discipline,

Abstract :

In order to investigate the relationship of learning styles to academic achievement, gender, and academic discipline among high school students in Eghlid, 500 students (263 females, 237 males) were selected using cluster sampling method. Participants completed the Kolb’s Learning Styles Inventory (LSI; Kolb,1971). The data were analyzed using chi-square test. Findings indicated: 1) the participants with divergent and assimilator learning styles had higher academic performances than those with convergent and adaptive learning styles, 2) most of the male students had divergent learning styles, whereas the learning styles of most females students were assimilators, and 3) no significant relationship was found between learning styles and academic discipline.