Learning Styles and Academic Achievement in the Sixth Primary School in Khash town

The purpose of this study was to investigate the relationship between the learning style of elementary school students and their academic achievement. Statistical population of the study included 2300 primary school students in the city of Khash in the academic year 2016-2017. 330 students were selected using the Kargis and Morgan sampling table. Sampling method was multi-stage random. The research method was descriptive-survey and data gathering tool was a questionnaire of Feld & Sulman Learning Styles indicator. The reliability coefficients of the questionnaire for sensory-intuitive dimension was: 86/86 the active-interactive dimension: 84/86 and the visual-verbal dimension: 86/86 and the consecutive general-time: 0/82. Validity of the questionnaire has been confirmed by Feldr and Suprelin. The data was analyzed by using Pearson correlation coefficient and multiple regression methods. The results showed that intuitive learning style has a significant relationship with the academic achievement of male students and overall learning style with the progression of female students. Other learning styles did not show a meaningful relationship with academic achievement. Multiple regression analysis showed that the best predictor of male students' academic achievement, intuitive learning and girl-style learning style. Multiple regression analysis showed that the best predictor of male students 'educational achievement is intuitive learning style and the best predictor of female students' academic achievement is the overall learning style.

Academic Achievement

Learner Diversity and Identities

Paper Presentation in a Themed Session

  • Leyla Rezaii
    • the head of schooling department, ministry of education, Iran Tehran, Iran
    • I am the head of schooling depertment in ministry of education in Iran and the lecturer in humnestic science.