Individual Differences of the Students in Terms of Gender, Learning Style, and Science Process Skills

Ahmet SABIR, İdris AKTAŞ


This study purposes to compare secondary school 5th grade students’ learning styles and science process skills according to gender, at the same time their science process skills according to learning style. The study was designed in the causal-comparative. For this purpose, Science Process Skill Test (SPST) and Kolb’s Learning Style Inventory (LSI) were applied totally 567 students in Turkey. The data were analyzed using chi-square test, t-test, ANOVA, and post hoc dual comparison test. The results showed that there was no difference between students’ LS according to gender, however, there was a difference distribution of both girl and boy students’ LS. Both girl and boy students have been identified as accommodator is significantly less than the others LS. In addition, a statistically significant difference in favor of girl students was found between girl and boy students’ SPST scores and subdimensions of SPST; classifying, measuring, and using space/time relations. On the other hand, a significant difference in favor of students in assimilator and converger was found between SPST scores according to both girl and boy students’ LS. The study clear that students’ SPS and sub-dimensions have changed according to their LS and genders. Thus, teachers should make an effort to engage students in activities in which they will use their skills and individual differences in classroom environments.


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