The impact of the individualized complete learning model based on learning styles applied in science courses on achievement, self-efficacy and self-learning skills

This study aimed to examine the effect of an individualized mastery learning model based on learning styles on students' success, self-efficacy and self-learning skills in the science course. An experimental research model was used in this study. An individualized mastery learning model based on learning styles was used for the experimental group of the study, and the investigative-inquisitive narrative method in the curriculum of the Ministry of National Education was used for the control group, and their education continued as planned. This study was conducted with 6th grade students taking the Primary Science course at a public school in Denizli in the 2023-2024 academic year. A total of 51 students took part in the study, n = 26 in the experimental group and n = 25 in the control group. The research was conducted in two different branches as the experimental and control groups, and the participants in this group were selected randomly and impartially. The applications and topic teaching in the experimental and control groups started and ended in the same week in both groups. Kolb's Learning Style Inventory was applied to the experimental group to determine the styles of the students before the application. After applying the Kolb Learning Style inventory, the students in the experimental group were divided into groups according to their styles and were given activities prepared in accordance with the individualized mastery model based on their learning styles. For the Sound and Its Properties unit, Achievement Test, Science and Technology Course Self-Efficacy Scale, and Self-Learning Skills Scale for Science and Technology Course were applied as pre-test and post-test. The data obtained from the scales before and after the application were analyzed using SPSS 20.0 statistical analysis program. For statistical analysis, independent groups t-test was applied to determine whether there was a significant difference in terms of pre-test and post-test scores of the experimental and control groups. To determine the reliability of the Science and Technology Course Self-Efficacy Scale, Cronbach α: By calculating the value of .805, it was determined that it was a reliable scale with a very high internal consistency. To determine the reliability of the Self-Learning Skills Scale for Science and Technology Course, Cronbach's α: .446 value was calculated and it was found to be weaker in terms of internal consistency and low reliability of the scale. The Kuder-Richardson-20 (KR-20) reliability coefficient of the Academic Achievement Test was found to be 0.93. This value shows that the developed Academic Achievement Test is reliable. The discrimination index of the Academic Achievement Test is 0.556, indicating that the test is moderately effective in detecting differences between individuals. The high average difficulty of the Academic Achievement Test, .811, shows that the test is easy. The effect of the individualized mastery learning model based on learning styles in the science course on students' academic success, self-efficacy perception and self-learning skills was examined. According to the results of the study, considering its effects on the academic achievement and self-learning skills and self-efficacy of the students in the control group, it shows that the application did not show the expected effects on this group, but the average scores were higher than the beginning. According to the results of the study, it was determined that the academic success of the students in the experimental group increased and their self-efficacy perceptions improved. However, no significant difference was found in terms of self-learning skills. According to student opinions, it was stated that this learning model was fun, motivating and effective. It was also stated that students preferred to leave groups and wanted this method to continue. These results highlight the positive effects of the individualized mastery learning model based on learning styles in science classes.