The Usage level of general learning strategies of students' having different learning styles at some of the higher studies institutions

The aim of this study is to determine the usage level of general learningstrategies students? having different learning styles at some of the higher studiesinstitutions.Two hundred and fifty eight volunteered students from the 1st classes havingeducation at the Faculty of Education, the Faculty of Science and Letters and theFaculty of Management and Business Administration from Abant İzzet BaysalUniversity participated in this study.In order to determine the learning styles of the students ?Learning StylesInventory? developed by David A. Kolb in 1985, of which the reliability had beenproved and later being translated into Turkish and the reliability of which beingchecked by Buket Akkoyunlu and Petek Aşkar in 1993; in order to determine theusage level of general learning strategies of the students ?General LearningStrategies Inventory? developed by Öztürk in 1995 and in order to determine thedemographic characteristics of the students and the independent variables related tothe learning styles and general learning strategies ?Personal Information Inquiry?were used.According to the findings gained from the study;1. That 59,3 % (n=153) of the students had Assimilator, 26,7? % (n=69) ofthe students had Converger, 10,5 % (n=27) of the students had Divergerand 3,5 % (n=8) of the students had Accomadator learning style wasfound.2. A meaningful relationship was not found for the students? havingdifferent learning styles related to their faculties and gender.3. That the students ?frequently? use Attention Strategy, MetacognitiveStrategy, Elaboration Strategy, Cognitive Strategy and Memory Strategyand ?sometimes? use Affective Strategy and Reherasal Strategy werefound.4. While a meaningful relationship was not found between the students?learning strategy usage level and gender in terms of Attention Strategy,Metacognitive Strategy and Affective Strategy; a meaningful relationshipwas found between the gender and Rehearsal Strategy, ElaborationStrategy, Cognitive Strategy and Memory Strategy in favour of femalestudents.5. A meaningful relationship was not found for the students? use of generallearning strategies level with regards to the faculties.6. That the students participating in this study and having all learning styles?frequently? use Attention Strategy, Elaboration Strategy, CognitiveStrategy, Memory Strategy and Metacognitive Strategy was found. Thatthe students participating in this study and having Accommodating,Diverging and Converging learning styles ?sometimes? use AffectiveStrategy and students having Assimilating learning style ?frequently? useAffective Strategy were found. A meaningful difference was foundbetween the students having Assimilating learning style and Converginglearning style in favour of the students having Assimilating learning style.Key Words: Learning Styles, Learning Strategies