An Examination of the Links between Pre-service Teacher's Metacognitive Level, Learning Styles and their Achievement of History Class

Abstract

AbstractIn this study, it is aimed to explore the relationship between pre-service teacher's levels of metacognition, learning styles and academic success of Atatürk's Principles and the History of Revolution. For this purpose, the study is conducted at Faculty of Education, Mustafa Kemal University. 175 pre-service teachers that were studying in primary teaching program participated in the study. In gathering data, ‘Metacognition Activity Inventory’, ‘Learning Style Inventory’ and ‘History Achievement Test’ were used. The results indicated that there was a significant positive correlation between teachers’ achievement and participant learning styles, but a negative relationship between achievement and passive learning style. In addition, a significant positive correlation was found between teacher's levels of metacognition and independent, collaborative, competitive, and participant learning styles