GÖRSEL VEYA SÖZEL ÖĞRENME STİLİNE GÖRE DÜZENLENEN ÖĞRETİMİN AKADEMİK BAŞARIYA ETKİSİ

This research was carried out with the aim of determining effect instruction on academic success students, which is organized according to visual or verbal learning style. The study conducted pretest-posttest control group. group determined by using criterion sampling from purposive methods within scope research, a six-week practice 4th grade students studying in three public schools fall semester 2014-2015 year. Instruction planned way support style social studies course, and multimedia elements were used addition teacher's lecture method. styles "Verbal Visual Basis Learning Style Determination Scale" study; achievement "Academic Achievement Test Where We Live Unit Social Sciences Course". findings showed, it seen that teaching dominant had significant students. difference found be favorable for experimental group, where visual. between verbal.