Effects of the 4Mat instruction method on the achievement of high school students with different learning styles on the subjects of work, power and energy in physics education

The purpose of this study is to examine the effects of 4MAT (4 Mode Application Techniques) instruction method on the achievement of high school students with different learning styles on the subjects of work, power and energy in physics education.The subjects were 124 students from four 10th grade classes of two high schools located in Ankara, an Anatolian High School in Mamak County and a High School in Yenimahalle County. The two of the four classes were selected as experimental group and the remaining two classes as control group. The students were taught for 7 weeks in 2007-2008 second (spring) semester. The experimental group was taught via 4MAT instruction method prepared by the researcher, whereas the control group was taught using direct instruction and question-answer methods.A quasi-experimental design with pretest-posttest control group was used in this study. Pilot applications were carried out for validity and reliability of the measurement tools used in this study. Prior to the study, in order to determine the equivalence of the experimental group and the control group, Work-Power-Energy Achievement Test (WPEAT) was applied. Similarly, prior to the study, so as to determine the learning styles of the students, Kolb Learning Style Inventory (KLSI) was applied. Following the application, WPEAT was applied to both groups also as a posttest.The following findings were obtained in this study. The students had different learning styles and 4MAT instruction method increased students? achievement significantly. The relationship between students? achievement and learning styles was found to be insignificant in both the experimental group and the control group. In the experimental group achievement of the students for each learning style increased significantly with respect to pretest-posttest scores, whereas in the control group achievement of the students increased significantly except the imaginative learners. In addition, the answers given by the students to the open-ended questions asked in the classes where 4MAT instruction method was applied indicate that this method was welcomed by the students. It is of importance that the 4MAT instruction method should be used in physics lessons with a view to boost the students? achievement and to help students develop positive attitudes toward physics.