The effect of learning environment based learning styles determined by fuzzy logic to students? achievement and attitude

The general purpose of this research is to determine the influence of computer assisted learning environments - which are presented depending on the learning styles determined via fuzzy logic - on successes and attitudes of learners.The population for the research consists of second year students in the science department of Fırat University. The sample for the research consists of the students taking the Basic Computer Sciences (Computer Programming) class in the autumn semester.Condensation analysis were done to ensure neutrality while forming the control group to which the conventional method was applied, the second experimental group to which computer assisted instruction was applied without determining learning style, and the first experimental group to which computer assisted instruction was applied according to students? learning styles as determined via fuzzy logic.The theoretical dimension was formed by evaluating data obtained by literature scanning and expert opinions. Experimental data was collected with the aid of a learning style scale, success test and attitude scale. The test and scales were given to the students before and after the implementation. After the control and experimental groups are formed, the conventional method was implemented on the control group, and prepared programmes were administered to the experimental groups.In the Reliability and Validity Analysis for Developing Measuring Instruments, material analysis were done for the validity of the success test, and the Cronbach Alpha coefficient was calculated for the learning style scale and attitude scale. A learning style poll of 56 questions, whose averages and standard deviations are found, was administered to 224 people, and results were subjected to reliability analysis via Cronbach?s Alpha method. When the same operation was conducted when all of the items were together, this value was found to be 0.596, and it was corrected to 0.619 after item 47 was removed. This auditory question was taken out to equate the numbers of questions. The success test which measured the success of students in the lessons was developed in a study made with subject experts. This test was implemented on 224 people for item analysis.The KR-20 coefficient was found to be 0.57, and items whose distinctiveness was lower than 0.15 were removed from the test. Thus, the validity of the test was ensured.Frequency, percentage and arithmetical average were applied for analysis related to the personal traits of participants. In addition, in the analysis of the obtained data, a dependent and independent groups? test and variance analysis were used in comparison of pre-test and post-test points.A computer assisted instruction programme and teaching materials were formed, and a system which determines learning styles and accordingly arranges the computer assisted learning environment was developed, and two experimental groups and a control group were formed. The research determined the impact of computer assisted instruction, which is an independent variable, computer assisted instruction in which fuzzy logic is used, and the conventional education programme on student achievement, which is a dependent variable.Data obtained through implementation of this research were passed through statistical data analysis methods, producing the different findings. Then these findings were interpreted.A mamdani type-fuzzy logic algorithm mechanism which has three entries and one exit was used with the aim of determining learning styles of students. Entry values are Visual, Auditory and Tactual Points which the students took from the Learning Style Poll. Membership degrees of the points students took in the entry membership functions were calculated as well.Considering the results of the learning style poll, which was conducted to determine students? learning styles, it is understood that results close to one another were found. In such a case, deciding to choose one learning style over another may lead to a mistake. Therefore, the importance of taking help from an artificial intelligence mechanism in the decision making process is understood here. These values were passed through a fuzzy logic mechanism which was developed using Matlab software (Licence Number: 585775).According to results of unilateral variance analysis, which was made by taking all the three groups? points into consideration; a significant difference is evident among the averages of the three groups. This difference was observed between the Control group and the Experimental Group-2, according to the result of Scheffe Test which was chosen for the multi-comparison.In comparing results, a significant difference in favour of the post-test was determined in all three groups. It results mainly from the fact that the research was conducted during a course teaching computer programming. This lesson includes skills which cannot be acquired without special study. Its content goes beyond basic computer literacy. Many students who begin their university education have most likely already achieved basic computer literacy since computer and informatics technologies constitute very important parts of our lives. However, almost all students are ignorant at the beginning of this lesson since computer programming is a field which requires expertise. Implementation of the lesson even with a conventional method or a specific modern method leads to general improvement among students.