Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period

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dc.contributor.authorBalci, Ozgul
dc.contributor.authorcaliskan, Muhittin
dc.date.accessioned2024-02-23T14:20:15Z
dc.date.available2024-02-23T14:20:15Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractThe 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 x chronotype and gender x 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.en_US
dc.identifier.doi10.1080/07420528.2022.2041658
dc.identifier.endpage871en_US
dc.identifier.issn0742-0528
dc.identifier.issn1525-6073
dc.identifier.issue6en_US
dc.identifier.pmid35176946en_US
dc.identifier.scopus2-s2.0-85125359144en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage858en_US
dc.identifier.urihttps://doi.org/10.1080/07420528.2022.2041658
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13082
dc.identifier.volume39en_US
dc.identifier.wosWOS:000757703100001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Incen_US
dc.relation.ispartofChronobiology Internationalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectChronotypeen_US
dc.subjectLearning Styleen_US
dc.subjectAcademic Achievementen_US
dc.subjectIndividual Differencesen_US
dc.subjectUniversity Studentsen_US
dc.titleInvestigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic perioden_US
dc.typeArticleen_US

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