e-Uluslararası Eğitim Araştırmaları Dergisi

Öz

 Extended Abstract
Problem and Purpose: In the traditional education apprehension it assume that everyone can learn same level of readiness with the same equipment in the same way. Who do not learn in this way, are considered less intelligent or less capable(Boydak, 2001).The perspective that brings Psychologys’ to the field of educational psychology , that personality process and emotional situations are being accepted in an relationship. Learning styles is which have different sizes when a person learning and doing in preferred way.While the individual running the job to detect and react to events and phenomena within the framework of the features is called.Learning; physiological, biological, psychological and social variables and formed by the interaction of a number is the product of a lifelong process. Accordingly, learning is any cross-section that can't be limited to quality, comprehensive and continuous series of life events (Aydın, 2014). However; establishing learning in persistent, purpose full continuous structure, primarily would expect from the formal education system. From this perspective; it was considered that, knowing learning styles and the learning styles of individuals which have a relationship with success in a positive way would be helpful in increasing resconstruction of learning environment and quality of learning. The aim of this research is due diligence of between learning styles which is a important cognitive differences and academic success in the field of music education program in a meaningful relationships.
Method: The study group of research consisted from Inonu University Faculty of Education Music education programme. Research datas obtained from, Gencel (2008) who made adaptation of the Turkish version of the Kolb Learning Style Inventory- III. Related datas analyzed through SPSS 21 Statistical Software and Prepared Kolb Learning Styles calculating excel sheet. The Field achievement points, obtained from student affairs and translated from letter to numeric data. To make the relational analysis ; Pearson Product Moment Correlation Coefficient, one-way analysis of variance ( ANOVA) , Welch test and Scheffe test was used. To determine the situation of normality to the normal distribution curve, skewness-kurtosis coefficients, and the Kolmogorov-Smirnov test results have been dealt..
Conclusions and Recommendations: According to the results of the research, ” it was determined that the style is concentrated on the learning styles predominantly in the “assimilating” and “inverting”. Field courses, general achievement points and second-grade scores are meaningful relationships between only within “Music Theory”scores; considering the scores of the second class and all class, its concluded that who have assimilation and seperation styles, they are more successful than the changing style. Reached as a result of the findings of the research, as seen in the music education programhas been identified that studentshave groups in four of Kolb's learning styles.Thus, the arrangement of the environments of lessons according to individual learning styleswill increase the success, In the light of the findings,methods and materials used in the course lecture music theory, musical thought processes, If the ear training course materials, both intellectual processes designed to reduce the level of excitement and anxiety will increase success, Studies have to increase to Music psychology which Conducting field studies on the Musical Learning and forms.