Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.28, sa.3, ss.123-136, 2013 (SSCI)
This study focuses on the theory of experiential learning, which is one of the approaches based on active learning and individual differences. The aim of the study is to examine the effects of the structure of the theory, which is organized on the basis of learning styles, on individuals' academic achievement and motivational beliefs. In addition, the study examines whether students' motivational beliefs and academic achievement vary by learning style. The design prepared with this purpose was applied for 10 class hours to a group of 37 students. An academic achievement test developed by the researcher, and the Motivational Strategies Scale developed by Pintrinch and De Groot (1990) and adapted to Turkish by Uredi (2005) were used as pretest and posttest. In addition, the Learning Styles Inventory III, developed by Kolb and adapted to Turkish by Gencel (2006) was used to identify the learning styles of the students. The findings of the study showed that the learning style sensitive structure of the experiential learning theory had positive effects on students' academic achievement and motivational beliefs. Another finding of the study was that students' motivational beliefs and academic achievement did not vary by learning style, which implies that the design prepared is suitable for all learning styles.