Balcı Özgül, Çalışkan Muhittin
School of Foreign Languages, Necmettin Erbakan University, Konya, Turkey.
Ahmet Keleşoğlu Faculty of Education, Necmettin Erbakan University, Konya, Turkey.
Chronobiol Int. 2022 Jun;39(6):858-871. doi: 10.1080/07420528.2022.2041658. Epub 2022 Feb 17.
The purpose of this study was to investigate the relationship between chronotype, learning style, and academic achievement. The study sample consisted of 1884 volunteer undergraduate students from 58 different universities across Turkey. The data were collected online during distance education because of the Covid-19 pandemic. Turkish version of Morningness-Eveningness Questionnaire (MEQ) and Big16 Learning Modality Inventory were used for data collection. The correlation between chronotype and cumulative grade point average (CGPA) scores was analyzed using Spearman's rho, and differences among the chronotypes were analyzed with Kruskal-Wallis test. Chi-square tests with pairwise z-test were used to analyze the relationships between the participants' learning style preferences and chronotypes. Also, ANCOVA analyses were performed to evaluate the interactions of gender × chronotype and gender × learning style on CGPA scores. The results revealed that participants' preference for visual and auditory styles differed by chronotype. Visual learning style was more dominant among morning (M) types, while auditory style was more dominant among evening (E) types. However, the most preferred learning style was visual, followed by auditory and kinesthetic styles for all chronotypes. No relationship was found between chronotype and academic achievement. The CGPA scores of the participants with kinesthetic learning style were lower than the participants with auditory and visual learning styles. The female participants had higher CGPA score than males. However, the CGPA scores did not differ for both male and female participants with different chronotype and learning style preferences. From the results, we suggest that academic achievement can be enhanced by consideration of students' learning style preferences for all chronotypes.
本研究的目的是调查昼夜节律类型、学习风格和学业成绩之间的关系。研究样本包括来自土耳其58所不同大学的1884名本科志愿者学生。由于新冠疫情，数据是在远程教育期间通过在线方式收集的。使用土耳其语版的晨型-夜型问卷（MEQ）和大16学习方式量表进行数据收集。使用斯皮尔曼等级相关系数分析昼夜节律类型与累积平均绩点（CGPA）分数之间的相关性，并使用克鲁斯卡尔-沃利斯检验分析昼夜节律类型之间的差异。使用带有成对z检验的卡方检验来分析参与者的学习风格偏好与昼夜节律类型之间的关系。此外，进行协方差分析以评估性别×昼夜节律类型和性别×学习风格对CGPA分数的交互作用。结果显示，参与者对视觉和听觉风格的偏好因昼夜节律类型而异。视觉学习风格在晨型（M型）中更为主导，而听觉风格在夜型（E型）中更为主导。然而，所有昼夜节律类型中最偏好的学习风格是视觉，其次是听觉和动觉风格。未发现昼夜节律类型与学业成绩之间存在关系。动觉学习风格参与者的CGPA分数低于听觉和视觉学习风格的参与者。女性参与者的CGPA分数高于男性。然而，具有不同昼夜节律类型和学习风格偏好的男性和女性参与者的CGPA分数并无差异。从结果来看，我们建议通过考虑所有昼夜节律类型学生的学习风格偏好来提高学业成绩。
