Predictors of academic achievement of student ICT teachers with different learning styles
World Academy of Science, Engineering and Technology, cilt.58, ss.703-709, 2009 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 58
- Basım Tarihi: 2009
- Dergi Adı: World Academy of Science, Engineering and Technology
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.703-709
- Anahtar Kelimeler: Academic achievement, Experiential learning, Kolb learning styles, Student ICT teachers
- Ankara Üniversitesi Adresli: Evet
Özet
The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb's Learning Style Inventory, Weinstein's Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck's Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.