The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

Depending on the preferred approach, an individual's perception, thinking, learning, problem solving and the specific behaviors or habits are also known as his/her learning style. Relationship between learning activities and learning styles is important and undeniable. Unlike many of the other countries on this issue, the number of research has been few in Turkey. The shortcomings of the study have to do with a degree of thought to overcome. On the other hand, for learning activities based on creating a model of learning styles McCarthy 4MAT, it is assumed that their chance of taking more students. Learning activities are developed in the principles of a constructivist learning approach and students' learning styles will be considered. Design of learning activities take place according to McCarthy’s 4MAT system, the model of learning styles and learning cycle. Activities in the learning environment for everyone, as much as the main principle is thought to significant. The 4MAT learning system, developed by McCarthy, and based on Kolb’s “Experiential Learning Theory” is a “learning cycle” model with 8 instructional events (McCarthy, 1990). The 8 instructional events of the 4MAT learning model are respectively: connect, attend, image, inform, practice, extend, refine, perform (McCarthy, Germain & Lippitt, 2006). Dunn (1990) argued that students could learn via learning methods convenient for themselves and approaches compatible to their learning styles. This widely emphasised approach requires a consideration of individual learning styles in mathematics education. Thus, the individual’s learning style should be activated in all activities for learning mathematics. During the process of learning mathematics, a consideration for learning styles also assists teachers in choosing appropriate teaching strategies for whole learning to take place. The aim of this study was to develop learning activities according to students’ learning styles within a scope of constructivist learning approach and identify the effects of these activities on students’ academic success and attitude towards mathematics. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the teaching of the concepts of function and derivative. Quantitative data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that in the experimental group, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.