Abstract:

In this study, department of mathematics students’ dominant learning styles, academic success and states of trait anxiety were examined. Data have been collected from 452 students enrolled in science and arts faculty, mathematics departments and education faculty, primary education mathematics teaching department of two different universities in Eastern Anatolia Region of Turkey. Kolb Learning Style Inventory and Trait Anxiety Inventory have been employed as data gathering tools. To analyze data, besides descriptive statistics, ANCOVA and Chi-square test have also been employed. The results have provided that department of mathematics students’ mostly have assimilator and converger learning style; states of their academic success vary with respect to the type of faculty, dominant learning style and sex. They also showed that there is a meaningful relation between the type of faculty and learning style.

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