Musi̇c teacher candidates' learning styles, problem solving skills and the relationship between field achievement points

The main purpose of this research,is examine effect and relationships beetween learning styles, problem solving skills and field achievement points of Music Teacher Candidates'. The study is qualitative and descriptive study and is relational model. The study group of research were created from Inonu University, Faculty of Education, Music Teacher Education program ( n = 99 ). Research datas obtained from, Gencel (2008) who made adaptation of the Turkish version of the Kolb Learning Style Inventory- III and the Turkish version of the Şahin, Şahin and Heppner ( 1992) made by Heppner Problem Solving Skills inventory. Related datas analyzed through SPSS 21 Statistical Software and Prepared Kolb Learning Styles calculating excel sheet. The Field achievement points, obtained from student affairs and translated from letter to numeric data. To make the relational analysis ; Pearson Product Moment Correlation Coefficient , Chi-Square test, one-way analysis of variance ( ANOVA) , Welch test and Scheffe test was used. To determine the situation of normality to the normal distribution curve, skewness-kurtosis coefficients, and the Kolmogorov-Smirnov test results have been dealt. According to research; It was determined that assimilator and converger mainly concentrated in the style of learning styles. Both field success and problem-solving skills level were determined significantly positive relationships in the converger group students. Students ' learning styles areas with a significant relationship between scores Hasty Approach and PSI-A, in the converger group students problem-solving skills and to rush when they encounter a problem and a controlled, calm approach to the conclusion that exhibit higher than in the group of diverger has been reached. Field Courses overall achievement scores and scores of the second class only within the field of music theory with points that are significant relationship between learning styles, when all classes and second class points should be considered; assimilator and Converger group students were concluded more successful than diverger group students. Three classes of the course, students are given the average score ; beetween hasty approach and MIOY in a weak level, in the music theory middle level with negative direction, When students second-class course mean scores are considered; beetween hasty approach and musical play scores in a weak level, in the music theory middle level with negative direction has emerged as a result of a significant relationship.