Abstract:

The aim of this study is to analyze the relationship between learning styles and writing dispoditions of secondary school students. Within the scope of the research, data was collected from 109 secondary school students studying in the city center of Trabzon. Based on a relational scanning model, the study used “The Kolb Learning Style Inventory” developed by Kolb (1984) and adapted to Turkish by Aşkar and Akkoyunlu (1993), and “The Writing Disposition Scale” developed by Piazza and Siebert (2008) and adapted to Turkish by İşeri and Ünal (2010) for the purpose of data collection. Frequency and percentage values concerning learning styles were calculated, and chi-square test was used to determine the differentiation of learning styles according to gender and grade level. The independent t-test was used to determine students’ writing disposition according to gender, and the One-Way ANOVA was used to determine students’ writing disposition according to grade level and learning styles. The study indicated that students had converging, accommodating, diverging and assimilating learning styles, respectively, and that students with diverging learning styles had more positive perceptions of writing disposition compared to those with other learning styles

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