Learning styles and effective learning habits of university students: a case from Turkey

This study investigates learning styles and effective learning habits in a Turkish University. Research based on a small private university in Istanbul found that the percentages of undergraduate students examined by Kolb's Learning Style Inventory listed in rank order from most to least were convergers first, assimilators second, accommodators and divergers (almost equal percentages) last. Moreover, this pattern remained stable when gender, faculty, grade level, academic success, weekly time management and study planning variables were at issue. On the other hand, it was observed that significantly higher levels of effective learning habits were revealed in women, seniors, academically successful ones, and students who studied regularly as well as engaged in social activities; however, using different learning styles did not make any contribution to the level of the use of effective learning habits. The results were discussed from an applied perspective and in the current higher education admission system in Turkey.