A Comparative Analysis of the Effect of Dunn and Dunn Learning Styles Model and Traditional Teaching Method on 6th Grade Students’ Achievement Levels and Attitudes in Science Education Lesson

Abstract

In this research, effects of traditional instruction and Dunn and Dunn Learning Style Model
were compared on secondary school 6th grade students’ science education academic achievement and attitudes by
means of “plant tissues” and “cell” subjects. Research was done with control and experiment groups on pre testpost test practices. In experiment group Dunn and Dunn Learning Style Model dependent instruction, in control
group traditional instruction was carried out and two applications effects’ significancy towards science education
academic achievement and attitudes were searched. Research was applied in Alparslan Primary School with 6-A
and 6-B classes in the first semester of 2005-2006 academic year. As a result of quantitative analyses, Science
education which is taught according to Dunn and Dunn Learning Style Model, increases students’ academic
achievement and improve their attitudes towards science education.