The Effect of Learning Styles on Mathematics Achievement: A Meta Analysis Study

• Published in: Cumhuriyet international journal of education Vol. 11; no. 3; pp. 560 - 574
• Main Authors: Çulha, Şefika, Aydın, Bünyamin
• Format: Journal Article
• Language: Turkish
• Published: Sivas Dr. Ayhan ÖZTÜRK, Cumhuriyet University/Turkey 01.01.2022
• Subjects: Academic achievement; Bias; Cognitive style; Effect Size; Mathematics Achievement; Mathematics education; Meta Analysis
• ISSN: 2147-1606
• DOI: 10.30703/cije.1108604

In this study, it is aimed to create a comprehensive result that will guide new studies by evaluating the results by combining the studies that reveal the effect of learning styles on mathematics achievement in Turkey with the meta-analysis method and expanding the sample. Meta-analysis method was used in the research. Between 2004-2021, 36 theses and 222 articles were reached with the relevant keywords. As a result of certain criteria, 14 research findings from 11 studies were included in the meta-analysis. The overall effect size of the studies included in the meta-analysis was calculated according to the fixed effects model and random effects model. According to the results of the heterogeneity test (Q=61,637, p=0.000), the interpretations of the analysis were made according to the random effects model. In order to determine whether the studies have a significant difference according to publication type, learning area, education level, duration of application and learning styles scale used, moderator analysis was performed, and publication bias was evaluated with methods for determining publication bias and evaluating the effect of publication bias. It has been concluded that learning styles affect mathematics achievement at a statistically significant and wide level (Hedge's g = 0.846), and that 78.81% higher success will be achieved if mathematics is taught in accordance with each student's learning style. In addition, since there was a significant difference between the effect sizes of the studies included in the analysis only according to the type of learning style scale used (Qb=10.635, p=0.031), it was concluded that the learning style scale used played a moderator role.