The comparison of Uzbek originated Afghan immigrant secondary student with Turkish students according to the learning styles regard to gender and accademic achievement

Within this research the learning styles of secondary school Turkish students and of Usbek originated Afghan immigrant students are compared, differentations between their learning styles regarding academic achievement and gender are examined. The working group which is studied using comperative assessment investigation model, is consisted of 104 Usbec originated Afghan immigrant students who attend 6.,7. and 8.classes in Sanlıurfa Evrenpaşa Secondary School and 106 Turkish students who attend 6.,7. and 8. classes in Konya Ciftlikozu Secondary School. In research, in order to identify the learning styles of the students, Learning Style Inventory developed by Grasha-Reichman is used and in order to identify the academic achievements of them the average of first term marks of Turkish, Mathematics, Science and Social Science subjects which are obtained from the administration of the schools are used. Data of the research is analysed using t test, one way variance analysis (One-Way Anova) and Kruskal-Wallis tests for independent groups. The results of the research puts forward that the learning styles of Usbec originated Afghan immigrant students and Turkish students only differ in avoidant sub-dimension. According to that, Turkish students have more avoidant learning styles. Furthermore, the results of the research point out that there is no particular gender differentation between Usbec originated Afghan students? and also between Turkish students? learning styles, but there is differentation regarding academic achievements in both groups. As a result, from the sub-dimensions of the learning styles called avoidant, cooperative and participant, Usbec originated Afghan immigrant students points differed according to academic achievement. On the other hand, Turkish students? points from the sub-dimensions of learning styles called dependant and avoidant changed accoding to academic achievement.