The effects of the teaching methods prepared for the visual or verbal learning styles on academic success

THE EFFECTS OF THE TEACHING METHODS PREPARED FOR THE VISUAL OR VERBAL LEARNING STYLES ON ACADEMIC SUCCESS This research was carried out with the aim of determining the effect of instruction on the academic success of the student, which is organized according to visual or verbal learning style. The study was conducted with pretest - posttest control group. The study group was determined by using the criterion sampling from purposeful sampling methods. The study was applied to 4th grade students at three state schools in 2014-2015 teaching year for 6 weeks. Teaching was planned to support visual or verbal learning style within Social Studies course and additional visual or verbal multimedia items are used. The learning styles of the students were determined using the "Verbal or Visual Basis Learning Style Determination Scale" (Akgün, Küçük, Çukurbaşı and Tonbuloğlu, 2014) within the scope of the study; the effect of verbal or visual learning styles on the academic achievement were determined using the "Academic Achievement Test of Where We Live Unit of Social Sciences Course". At the end of the study, it was seen that teaching organized according to visual or verbal dominant learning style had an effect on academic achievement of students. This significant difference was found to be favorable for the experimental group between the experimental group and the control group, where the dominant learning style was visual; the control group between the experimental group and the control group, in which the dominant learning style was verbal.