Changes in Learning Style Preferences of Physical Education Students - Full Study

Oct 15, 2026

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Study of physical education learning styles over a three-year longitudinal/panel process examines how learning style preferences evolve and whether they relate to students’ academic achievement. The sample included 41 physical education students (41.5% female). Learning styles were measured with the Kolb Learning Style Inventory 3 and analyzed with chi-squared, Kruskal-Wallis H, and Mann-Whitney U tests. Results indicate no curriculum-driven change in learning styles, and no achievement differences in Semester 3 and 5, while Semester 7 shows differing effects of learning style preferences on achievement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Literature Review

Research Findings

doi: 10.26529/cepsj.613 Changes in Learning Style Preferences of Physical Education Students Ceyhun Alemdağ1 • Identification of learning styles is one way of contributing to a more efficient teaching process, and it helps teachers choose an effective teaching strategy. This study reports a three-year process to explain the change in the learning styles of physical education students. It also involves an assessment of the overall academic achievement of physical education students based on their learning style preferences throughout this process. Forty-one physical education students, 41.5% of whom were female, comprised the sample. The study used a longitudinal study/panel study design to observe the time-dependent variation of learning styles. The data were collected using the Kolb Learning Style Inventory 3 and analysed using a Chi-Squared (χ2) test, Kruskal-Wallis H test, and MannWhitney U test. The results of the analysis showed that the curriculum of the PE teaching department did not lead to a change in the learning styles of students studying in this department. Additionally, the overall academic achievement of the physical education students did not vary for the first (Semester 3) and second measurements (Semester 5) based on their learning style preferences. However, for the third measurement (Semester 7), learning style preferences had differing effects on their academic achievement. Keywords: study process, learning style, longitudinal study, teacher candidate 1 Faculty of Sport Sciences, Trabzon University, Turkey; [ceyhunalemdag61@gmail.com](ceyhunalemdag61@gmail.com). 208 changes in learning style preferences of physical education students Spremembe v izbranih učnih stilih študentov športnevzgoje Ceyhun Alemdağ • Določitev učnih stilov je eden izmed načinov, ki prispeva k učinkovitej-šemu procesu poučevanja in pomaga učiteljem pri izbiri učinkovite strategije poučevanja. Študija pojasnjuje spremembe učnih stilov študentov športne vzgoje skozi triletno obdobje in vključuje oceno njihovega splošnega akademskega uspeha na osnovi izbranih učnih stilov v tem procesu. Vzorec je obsegal 41 študentov športne vzgoje, od katerih je bilo 41,5% žensk. Namen longitudinalne/panelne študije je bil spremljanje kronološke spremembe učnih stilov. Podatki so bili zbrani s pomočjo Kolbovega modela učnih stilov 3 in analizirani s hi-kvadrat testom (χ2), Kruskal-Wallisovim H-testom, in Mann-Whitneyjevim U-testom. Rezultati analize so pokazali, da se zaradi kurikuluma oddelka za športnovzgojo niso spremenili učni stili študentov tega oddelka. Prav tako senjihov splošen akademski uspeh ob izbranih učnih stilih ni razlikoval pri prvem (3 . semester) in drugem (5 . semester) merjenju, pri tretjem merjenju pa so se pokazali različni vplivi izbranih učnih stilov na akademske dosežke študentov športne vzgoje. Ključne besede: študijski proces, učni stili, longitudinalna študija,študentje pedagoških smeri Introduction Literature Review The extent to which students make use of teaching practices varies based on their individual characteristics (Felder & Brent, 2005; Kuzgun & Deryakulu, 2006). This variation is revealed by associating the content to be learned with that previously learned and structuring it in the mind (Connell & Franklin, 1994; Felder & Brent, 2005; G. H. Hein, 1991; Jonassen, Davidson, Collins, Campbell, & Haag, 1995; Yaşar, 1998) . Thus, teachers are expected to take into account students’ characteristics and needs while deciding on many topics including which method, approach or strategy to use, how to organise the content of courses, or which measurement and assessment approach to use (Kuzgun & Deryakulu, 2006). Learning styles refer to an approach of perception, processing, and interpretation that occurs as an individual difference (Kolb & Kolb, 2005) . Learning styles provide many clues as to students’ learning characteristics and provide teachers with background information on how to plan the

FAQs

What was the purpose of the study regarding physical education students?

To examine how physical education students’ learning style preferences changed over a three-year period and to assess overall academic achievement in relation to those preferences.

How were learning styles and achievement analyzed?

Learning styles were measured using the Kolb Learning Style Inventory 3, and the results were analyzed with chi-squared, Kruskal-Wallis H, and Mann-Whitney U tests.

What did the study find about the PE curriculum and learning style change?

The PE curriculum of the teaching department did not lead to a change in students’ learning styles during the study period.

Oct 15, 2026

Uploaded by kopisore