The relationship between learning styles and academic achievement in female high school students of Esfahan

Subject Areas : Research in Curriculum Planning

جهانبخش  رحمانی ¹ (1استادیار گروه علوم تربیتی، واحد خوراسگان،دانشگاه آزاد اسلامی، اصفهان، ایران)
مینا  ازلی ² (2دانشجوی کارشناسی ارشد گروه مدیریت آموزشی،واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان، ایران)

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2012-08-22

Keywords: active-reflective, visual-verbal domain, consecutive-wholly domain&emsp, , sensory-intuition domain, learning style, Academic Achievement,

Abstract :

The purpose of this research was to investigate the relationship between learning styles of female high school students and their academic achievement. The target population was female high school students of educational district No.5 of Esfahan including 3483 students. Trough multi- stage random sampling method, 350 individuals were selected as the research sample. Research method was descriptive – survey method and data collecting was a questionnaire named Felder and Solomon Learning Style Index (FLSI). Using test-retest method, the reliability of questionnaire was calculated and obtained coefficients were : 0.86 for sensory-intuition domain,0.84 for active-reflective domain,0.86 for visual-verbal domain,0.82 for sequential-global domain. Felder and Solomon have verified validity of the questionnaire. Collected data were analyzed by Pearson correlation coefficient and multiple regressions. Results showed that in human science courses, intuitive learning style, and in empirical science courses, global learning style correlated to academic achievement of students. Other styles showed no significant correlation with academic achievement. Multi regression analysis revealed that intuitive learning style of students of human science courses and global learning style of students of empirical science courses can predict academic achievement.