Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

KABLAN Z., KAYA S.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.13, no.53, pp.97-114, 2013 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 53
  • Publication Date: 2013
  • Journal Name: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.97-114
  • Kocaeli University Affiliated: Yes

Abstract

Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine primary school students' science performance on Trends in International Mathematics and Science Study (TIMSS) cognitive domains, based on their learning styles. Being aware of learning styles and their influence on different cognitive domains may provide educators with ideas for differentiating instruction and may help improve TIMSS achievement.