Evaluatinng learning style profiles of 4th and 5th grade primary school students, teacher and their parents

Being aware of learning styles bears importance in terms of increasing academic success and sustaining lifelong learning effectively. This study aims to determine the learning styles of 4th and 5th grade primary school students, teachers and their parents. Both qualitative and quantitative methods were utilized in this study. Developed by the researcher, ?Learning Styles Test? was administered to the subject students in order to identify their learning styles (visual learners, auditory learners, tactile learners, and readers). Validity of the test was estimated by cooperating with an expert. On the other hand, test/re-test procedure was carried out to assess the reliability of the test. Learning styles scale that had been applied to the subject group a month ago was administered to the students, teachers and parents again The correlation between the two application was estimated by using ?Pearson Momentler Correlation? Study group of this research included 4th and 5th grade (second half) primary school students, their teachers and parents in the city center of Tokat. The numbers of students, teachers and parents who participated in the research are 50 in each group. 6 Data analysis revealed that all of the subjects (students, teachers, and parents) scored the highest for tactile memory while visual memory, auditory memory, and reading memory were second, third and fourth respectively. Subjects were identified to have a tendency for tactile and visual learning. Although the scores assigned to visual, tactile, and auditory learning styles differed across the groups of students, teachers, and parents, no significant difference among the groups was determined in terms of their preference. However, groups differed in terms of reading memory. Scrutinized through LDS test, results showed that teachers and parents were not different, yet there was a discrepancy advantageous for students between students & teachers and students & parents. Moreover, groups were identified to differ in terms of combined memory. Again, the results of LDS test reveled that there was no difference between students & parents whereas teachers & parents and students & teachers differed significantly. KeyWords: Learning Style, Primary School, Assessment