The effect of layered curriclum on 9th grade students' learning styles and academic achievement in English lesson

The effect of layered curriculum on 9th grade students' learning styles and academic achievement in English was explored in this research. Mixed method in which quantitative and qualitative patterns are conducted together was used. Pretest-posttest matched with control group pattern, one of the quasi-experimental designs, was used for the quantitative phase of the research. On the other hand, case study was used in the qualitative phase to support the quantitative data. The research was carried out at the Ataturk Anatolian High School, in the centre of Siirt, in the spring term of 2016-2017 academic year. A total of 67 students in classes 9/C and 9/D participated in the study. Class 9/C was determined as the experimental group and class 9/D as the control group. The applications and activities to be carried out in the scope of layered curriculum were prepared on the basis of the unit Seven Wonders in the course book. Kolb's Learning Styles Inventory and achievement test were used to obtain quantitative data. Students' oral defenses for activities, semi-structured interview form and sample activities done by students were used as qualitative data collection tools. SPSS 21.0 packet program was used in the analysis of data obtained from Kolb's Learning Styles Inventeory and achievement test. In the analysis, Mann Whitney U, Wilcoxon Signed-Ranks Test and Chi-Square were applied. As for the qualitative data, descriptive and content analysis methods were used. At the end of the study, a significant difference was seen between pre test and post test achievement scores of the experimental and control groups. It was determined that layered curriculum increased the achievment of the students. Although no significant difference occured between the pre test and post test learning styles of the students in the experimental and control group, because of the layered curriculum applications some changes in the students learning styles were observed. In the light of the data obtained from qualitative phase, the following results were obtained: • The students stated that the activities presented within the scope of layered curriculum were enjoyable, motivating and the learning was student-centered. As they undertook the responsibility of their own learning, they were vigorously active in the learning environment. • Besides developing such basic skills as researching, making presentations and planning, the participants pointed out that layered curriculum developed their language skills like reading, listening, writing and speaking. • It was determined that the participants used various learning styles like searching, seeing, using visual materials, reading while preparing and carrying the activities. • It was also observed that layered curriculum promoted achievement. The participants stated that layered curriculum increased their achievement in their written and practice exams.