Özet:

Purpose: Learning style plays a crucial role in the education process and academic performance. However, there exists no study investigating the academic performance and attitudes toward e-learning according to the learning styles of Turkish physiotherapy students in distance education. Therefore, this study aimed to compare academic performance and attitudes toward e-learning according to the learning styles of Turkish physiotherapy students in distance education. Methods: The study was designed as a cross-sectional study type. Physiotherapy students were divided into 4 groups according to learning styles (visual, n=39, auditory, n=30, tactile, n=37, and kinesthetic, n=30). Their attitudes towards e-learning including the tendency to use technology (TUS), satisfaction, motivation, and usefulness were assessed with the Attitude Scale Towards e-learning (ASTE). Academic grade point averages (AGPA) for the 2020-2021 academic year fall semester were recorded. Results: The visual group had the highest AGPA (p<0.050). The auditory group had a higher AGPA than the tactile group (p=0.001). The TUS score of the visual group was higher than the tactile (p=0.004) and the kinesthetic (p=0.004) groups. The total ASTE score in the visual group was higher than in the tactile group (p=0.003). Conclusion: The visual group was better than other groups in terms of academic performance, attitude toward e-learning, and tendency to use technology. To get the highest level of efficiency from distance education, determining the learning styles of the students in e-learning environments, and supporting the students according to these learning styles can contribute to the improvement of their academic performance.

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