Investigation of the relationship between academic achievement with learning styles towards the derivative of elementary mathematics teaching undergraduate students

The purpose of this research is to examine the relationship between the academic achievement of the 2nd and 3rd year undergraduate students, who are studying primary mathematics teacher education, in derivative and their learning styles. In this research, the academic achievement of the undergraduate students' in derivative was investigated and it was focused on the relationship between their learning styles.Then it was examined whether there was a relationship between "the students' learning styles and academic achievements in derivative" and "their gender and grade level". In this study,General screening model has been adopted. The data were collected from the participation of the 2nd and 3rd Year Undergraduate students studying at Buca Faculty of Education Department of elementary education primary mathematics teacher education in the 2015-2016 academic year. In the research, two tests were used. The first one was a success test consisting of 25 questions and this test aimed to determine the academic success of the students in derivative. The second one was Kob's learning style inventory, which aimed to determine the learning styles of the students and was developed in 1976 and reorganized by Kolb in 1985 and whose applicability was proved in Turkey by Aşkar and Akkoyunlu. Data collection tools have been implemented in the 2015-2016 academic year. In the analysis of the data, SPSS 15.0 software packages were used. From the data obtained in the study; significant differences are statistically determined between the academic achievements of the students in derivatives and their learning styles. However, there was no significant difference between the students' academic success in derivatives and their gender. it was found that there is a significant relationship between the academic success of the students in derivative and their grade level. Between the learning styles of students and their grade levels were determined statistically to have significant differences. However, there was no significant difference in students' learning styles by gender. Keywords: Learning Style, Derivative concept , Kolb's Learning Style, Academic Achievement , Achievement Test