Özet:

Instruction practices have to take students’ characteristics into consideration. Learning styles are just one of them. The purpose of this study is first to identify the learning styles of teacher candidates and later to determine and to investigate the relationship between their learning styles, course achievement and gender based on the departments. 909 teacher candidates at Uludag University participated in the study in Spring, 2011. The data collection tool used in this study was Turkish form of Felder and Soloman Index of Learning Style. Participants’ final exam scores were used as their achievement scores. Frequency and percentage analysis, median, Kolmogorov-Smirnov, Chi-Square and Mann-Whitney U tests were used to analyze the data. At the end of the study, it was concluded that there is no significant difference between male and female candidates with regards to their learning styles. Besides, females are more successful than males and there is no significant difference between teacher candidates from different departments on their learning preferences. Likewise, learning styles do not have a significant impact in predicting their computer course achievement

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