The effect of teaching methods based on learning styles in the education of physics on student success

In this research, it is aimed to examine the effects of using teachingmethods which are based upon learning styles in ?work-energy? unit in physicslesson.The research was conveyed among the tenth grade students in NamıkKemal High School in zmir for four weeks.As the experimental procedure in the experimental group teaching methods,which were determined according to learning styles (such as lecturing, groupdiscussion, demonstration and experiment) were used; whereas in the control grouptradional teaching methods were used. The students in the experimental group andthe control group were thought by the researher.Learning Style Inventory which was developed by Gökdağ was used inorder to determine the learning style of the students. The mesurement related to theacademic success were taken with the Work Energy Achievement Test. T-test andvariance analysis (ANOVA) and LSD were used for analysing the data.As the result of the statistical methods which were used, those pleces ofinformation were obtained: While the physics lesson, success in both theexperimental and the control group increased considerably, there was importantdifference between the two groups in favor of the experimental group.The success in the control group, in which lecturing method was used, wasexamined. It was seen that the auditory students had the highest marks and thekinestetic students the lowest. When the success between the groups was examined,there was an important difference between the auditory students and the kinesteticstudents in fovor of the auditory students. The success in the experimantal group, inwhich teaching methods based upon learning styles was used, was examined. It wasseen that the visual students had the highest marks and the kinestetic students thelowest. There was not a significant difference between the learning style groups interms of academic success.When the learning styles of the students in the experimental and thecontrol group were compared; between the auditory students in the experimentalgroup and the visual and kinestetic students in the control group, between the visualstudents in experimental group and the visual and kinestetic students in the controlgroup and between the kinestetic students in experimental group and the kinesteticstudents in the control group in fovor of the experimental group but there was notconsiderably difference between the success levels of the auditory students in theexperimental group and the auditory students in the control group.