Abstract:

This research was carried out with the aim of determining the effect of instruction on the academic success of the students, which is organized according to visual or verbal learning style. The study was conducted with pretest-posttest control group. The study group was determined by using the criterion sampling from purposive sampling methods within the scope of the research, a six-week practice was conducted with the 4th grade students studying in three public schools in the fall semester of the 2014-2015 academic year. Instruction was planned in a way to support the visual or verbal learning style of the students within the scope of the 4th grade social studies course, and visual or verbal multimedia elements were used in addition to the teacher's lecture method. The learning styles of the students were determined using the "Verbal or Visual Basis Learning Style Determination Scale" within the scope of the study; the effect of verbal or visual learning styles on the academic achievement were determined by using the "Academic Achievement Test of Where We Live Unit of Social Sciences Course". The findings showed, it was seen that teaching organized according to the visual or verbal dominant learning style had a significant effect on academic achievement of the students. This significant difference was found to be favorable for the experimental group, where the dominant learning style was visual. The control group between the experimental group and the control group, in which the dominant learning style was verbal.

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