In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
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in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 203~
2
1
1
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7.i
3
.
141
31
203
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
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s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
Investigation of the Learning
Styl
es of Pre-S
ervice S
p
orts
Teachers Enr
olled at a Pe
d
agogic
a
l Formation Program
Sa
b
a
ha
tt
i
n
Deniz,
Süley
m
a
n C
a
n
Ed
ucati
on F
aculty
, M
ugla S
itki Kocm
an
U
n
i
versity
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jul 4,
2018
Re
vise
d Ju
l 2
6
,
201
8
Ac
ce
p
t
ed
Au
g
2
7
,
2
018
Th
e
pu
rpo
s
e
of
t
h
e
c
urren
t
s
tu
d
y
i
s
to
i
n
v
esti
gate
t
he
l
earni
ng
s
ty
le
s
o
f
t
he
st
ud
ents
f
ro
m
t
h
e
F
acul
t
y
of
S
ports
S
ci
ences.
Th
es
e
st
uden
t
s
ar
e
en
rol
l
ed
a
t
th
e
p
e
dag
o
g
i
cal
f
orm
a
tio
n
pro
g
ram
and
at
tendin
g
d
iff
e
rent
d
ep
ar
tments
o
f
th
e
F
acul
t
y
o
f
P
h
y
si
cal
E
du
catio
n
an
d
S
p
ort
s
.
The
s
t
u
d
y
is
a
d
e
scriptive
st
ud
y
em
p
l
oyi
n
g
t
he
g
e
n
er
al
s
u
r
vey
m
o
del.
As
th
e
data
c
ol
lect
io
n
to
o
l
,
“
V
erm
unt
L
earn
i
n
g
S
t
y
l
e
s
S
cale
s
(
V
L
S
S
)
”
w
a
s
used
.
The
st
ud
y
gro
up
of
t
h
e
curren
t
r
esear
ch
i
s
co
m
p
ris
e
d
o
f
S
po
rts
S
c
ien
ces
F
acul
t
y
st
ud
en
ts
e
nrolled
at
th
e
ped
a
gog
ical
f
orm
a
ti
on
p
rog
r
am
a
t
th
e
Ed
uca
t
i
o
n
F
aculty
o
f
M
uğ
la
S
ıt
k
ı
Ko
çm
an
U
niv
e
rsity
i
n
20
16
-201
7
ac
ad
em
ic
y
e
a
r
.
T
h
e
f
indin
g
s
o
f
t
he
s
tu
dy
reveal
ed
t
h
a
t
whi
l
e
th
e
re-s
ervice
s
p
o
r
t
s
s
ci
ences
t
eachers’
s
t
udy
acti
v
ities
(inf
orm
a
ti
on
p
roce
s
s
i
n
g
and
o
r
gan
i
zati
o
n
)
a
nd
s
t
u
d
y
mo
ti
ves
(m
e
n
t
al
m
odel
of
l
earnin
g
a
n
d
l
earn
i
n
g
o
rient
a
ti
on
)
do
not
v
ary
si
gnifican
tly
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e
p
e
n
ding
o
n
gen
d
er,
age,
b
ra
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c
h,
t
h
e
s
tat
e
o
f
h
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vi
ng
a
coach
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se
o
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o
t
a
nd
t
he
st
ate
o
f
w
ork
i
n
g
i
n
a
j
o
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o
r
n
o
t
,
t
h
ey
v
ary
si
gnif
i
can
tl
y
dep
e
n
ding
o
n
dep
a
rtm
e
nt
(
co
a
c
hi
ng,
s
po
rts
man
a
gem
e
nt
,
recreat
io
n,
p
h
y
sical
e
d
u
c
a
ti
on
and
sp
ort
s
t
eachi
ng)
a
nd
general
acad
em
ic
achiev
e
m
e
nt
K
eyw
ord
:
Lea
r
ni
ng S
t
y
l
e
Sp
o
r
t
s
Sc
i
en
ces
Tea
c
her
Tra
i
n
i
ng,
L
ea
rni
n
g
Pr
e
-
S
e
rvic
e Te
ac
h
e
r
Co
pyri
gh
t © 2
018 In
stitute
of
Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Sü
ley
m
an
C
an
,
D
e
pa
rtem
ent o
f
E
lem
e
n
t
ary
Educa
tio
n,
Mu
gla
S
ı
t
k
ı K
o
c
m
a
n
U
ni
versit
y,
K
o
te
kl
i
,
Mu
g
l
a
Co
un
t
y
48
0
0
0
,
T
urkey.
Em
ail:
sc
an@
m
u.e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
A
ttem
p
ts
m
ad
e
to
d
es
i
gn
le
arni
ng-te
a
c
h
i
ng
e
n
v
i
r
o
n
m
e
n
t
s
a
c
c
ord
i
n
g
t
o
n
e
w
a
pp
ro
a
c
h
e
s
h
a
ve
resul
t
ed
i
n
gre
a
ter
op
p
o
rt
un
it
ie
s
fo
r
i
n
di
vidu
a
l
s
with
d
if
feren
t
lea
r
nin
g
s
tyle
s.
N
o
m
a
tt
er
w
hat
th
e
r
e
l
e
va
n
t
di
sc
ip
li
ne is,
t
e
ache
r
t
r
a
i
n
i
n
g syste
m
s
ha
ve
a
lw
ays fel
t
the
n
e
ed
t
o get
t
o
know
t
he
ir
s
tu
de
n
t
s,
s
o
tha
t
t
hey
c
a
n
deve
l
o
p
an
d
a
p
pl
y
s
u
ita
b
l
e
e
d
ucat
i
ona
l
pro
g
ram
s
f
or
t
he
m.
I
n
t
h
i
s
r
egard,
t
he
n
e
e
d
f
or
s
e
e
ki
n
g
a
nsw
e
rs
t
o
t
h
e
que
st
ions
s
uch
as
“
H
o
w
can
w
e
teac
h
t
h
e
b
e
st
?
”
a
nd
“
W
ha
t
ar
e
th
e
dif
f
e
r
i
ng
learning
p
references
o
f
in
div
i
dua
ls
?
”
h
as
b
e
c
ome
in
di
spe
n
sa
ble
fo
r
teac
her
t
r
ain
i
ng
ins
t
i
t
u
t
i
on
s
t
o
k
ee
p
u
p
w
it
h
new
t
r
en
ds
a
n
d
c
h
an
g
e
s
so
t
h
a
t
t
h
ey
can
t
ra
in
m
o
r
e
qu
al
ifie
d
an
d
e
ffi
c
i
e
n
t
i
n
d
iv
i
dua
ls.
Te
ache
r
q
ua
li
fica
ti
on
s
ar
e
k
n
o
wn
t
o
be
i
n
f
lue
n
tia
l
o
n
s
tu
de
nt
a
c
h
ie
vem
e
n
t
.
Lea
r
ni
n
g
h
ow
t
o
t
h
i
n
k
or
c
on
t
r
o
lli
ng
l
e
a
r
n
i
n
g
in
t
he
m
i
n
d
;
t
hat
is,
t
h
e
con
s
truc
t
i
o
n
o
f co
gn
i
t
i
v
e awa
r
ene
s
s i
s
ass
oci
a
te
d wi
th t
he le
a
r
ne
r’s c
on
t
r
o
l
o
f
know
le
dge
a
nd
sel
f-
co
n
t
ro
l
a
n
d
proce
s
s
a
n
d
pr
epa
r
at
io
n
for
t
h
e
a
c
t
o
f
l
ea
rn
ing
[1].
T
h
i
s
e
n
tai
ls
t
he
i
n
d
i
v
i
dua
l’s
rec
o
gn
iz
i
n
g
hi
s/
her
d
i
ffe
ren
t
cha
r
ac
t
e
ris
tics
in
v
o
lve
d
i
n
lea
r
ning
a
n
d
a
d
ju
st
in
g
h
i
s
/
her
pr
e
f
er
ence
s
a
cco
r
d
ing
t
o
t
he
se
c
har
acte
r
ist
i
cs.
Ea
ch
lear
ner’s
c
o
n
s
t
ruct
io
n
of
h
is
/
h
er
o
w
n
l
ea
rn
i
ng
s
t
y
l
e
s
d
e
p
e
nds
o
n
h
i
s
/
her
re
ceiv
i
ng
t
he
i
n
f
or
ma
t
i
o
n
fr
om
t
he
ou
ter
w
o
rl
d,
p
roc
e
ssi
ng
i
t
a
nd
lear
ni
ng
i
t
t
h
rou
g
h
d
iffe
r
e
nt
w
a
y
s
a
n
d
acq
uiri
n
g
i
t
ac
cord
in
g
to
h
i
s
/
h
er
in
div
i
dua
l
c
h
ara
c
terist
ics
[2,
3].
V
e
rm
unt
(
19
9
6
)
em
phas
i
zes
t
h
a
t
h
ow
s
tu
de
nt
l
ea
rn
c
o
g
n
i
t
i
ve
l
y
,
me
tacog
n
i
tive
l
y
an
d
af
fec
t
i
v
ely
(
i
n
t
er
na
l
a
nd
e
x
t
e
rna
l
)
i
s
i
m
p
o
rta
n
t.
M
ore
o
ver,
h
e
in
ve
sti
g
a
t
e
le
arn
i
n
g
a
t
d
i
f
f
e
ren
t
d
i
m
e
n
si
on
s
of
c
og
ni
tiv
e
l
e
arnin
g
st
ra
t
e
g
i
e
s
,
met
a
c
o
gn
iti
ve
s
tra
t
egie
s,
t
he
m
e
n
t
a
l
mo
de
l
of
l
e
a
rni
ng
a
n
d
l
e
arning
p
ro
p
e
n
s
it
i
e
s.
T
he
se
d
i
m
e
n
si
on
s
h
a
v
e
b
e
e
n
i
d
ent
i
f
i
e
d
as,
(
A
)
S
t
udy
a
ct
ivi
t
i
es
;
1.
I
n
f
or
ma
tio
n
proce
ssi
ng
s
t
rateg
i
es
(
m
a
ki
ng
c
on
nec
t
i
o
n
s
,
orga
ni
z
i
ng
,
critica
l
t
hi
nki
ng
,
me
mo
ri
z
a
t
i
o
n
,
r
e
p
e
t
it
i
o
n
,
a
n
a
l
y
si
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
0
3
– 211
20
4
and
c
oncr
e
te
o
pera
tio
ns)
2.
O
rga
n
i
z
a
t
io
n
s
t
rate
gie
s
(
S
e
lf-
o
rga
n
iza
t
io
n
of
l
e
a
rn
in
g
pr
oc
esses
and
ou
tc
ome
s
,
self-
o
r
g
an
iza
t
i
o
n
o
f
l
ear
nin
g
co
nte
n
t,
e
x
t
erna
l
or
ga
n
i
z
a
t
i
o
n
of
l
e
a
rn
i
n
g
proce
s
se
s,
e
xt
er
nal
orga
ni
za
tio
n
o
f
lear
n
i
n
g
o
u
t
co
m
e
s,
l
ac
k
o
f
o
r
g
a
n
iza
t
io
n).
(B).
S
tudy
m
o
tiv
e
s
(
o
p
i
ni
on
s
abo
u
t
stud
yi
ng
a
n
d
st
ud
y
mo
ti
vat
i
on
)
are
de
fi
ned
a
s
3
.
The
m
e
ntal
m
o
d
el
i
n
v
o
l
v
e
d
i
n
lear
n
i
n
g
(
co
nstr
uct
i
on
of
k
n
o
w
l
e
dge,
a
cce
p
t
a
n
ce
of
kn
ow
le
d
g
e,
s
t
i
m
u
lu
s
tra
i
n
i
ng
,
cooper
a
tio
n)
.
4.
L
ear
nin
g
p
ro
pens
i
t
ie
s
(i
nd
ivi
d
ual
in
te
rest,
co
nfirm
e
d
aim
,
ten
d
e
n
c
y
t
ow
ards
s
e
l
f-e
v
al
ua
t
i
on,
occ
u
p
a
t
i
o
n
a
l pro
p
ens
i
ty,
u
n
de
c
i
de
d)
[
4].
I
d
en
tifi
c
at
i
on
of
h
ow
s
tu
de
nt
s
proc
es
s
in
for
m
a
t
i
o
n
a
nd
w
h
a
t
t
he
i
r
s
t
u
d
y
i
n
g
mo
ti
ves
ar
e
i
n
l
e
a
rn
in
g-
teac
h
i
ng
pr
oce
sses
a
n
d
de
fi
n
i
ng
how
t
he
y
c
a
n
b
e
c
o
n
n
e
c
t
e
d
w
it
h
s
o
m
e
v
a
r
i
a
b
l
e
s
a
r
e
i
n
f
l
u
e
n
t
i
a
l
o
n
l
e
a
r
n
e
r
s
’
w
a
ys
o
f
des
i
gn
ing
lea
r
nin
g
.
There
f
ore,
r
ec
og
n
i
z
i
n
g
lea
r
ners’
le
a
r
ni
ng
s
t
y
les
in
l
ea
rn
ing-
t
e
ac
hi
ng
env
i
ro
nm
en
ts
a
nd
a
n
al
yz
in
g
t
h
e
m
a
re
a
l
w
a
y
s
o
f
g
r
eat
i
m
por
t
a
nce
[
5
].
T
her
e
a
r
e
s
ome
st
ud
ies
p
o
i
n
t
in
g
to
t
he
pos
it
ive
effect
s
of
r
e
c
ogn
iz
in
g
lear
ners’
lear
ni
n
g
s
ty
les
on t
h
e
i
r ac
ad
e
m
i
c
a
ch
i
e
v
e
me
nt
[
6
, 7
,
8
]
.
S
ports
s
c
i
enc
e
s
s
tude
n
t
s
are
ac
cept
e
d
t
o
t
h
e
r
espe
ct
ive
de
pa
rtm
e
n
t
s
on
the
bas
i
s
of
a
s
et
o
f
spec
ia
l
tale
n
t
e
xa
ms.
The
y
a
re
e
spe
c
ial
l
y
s
el
ecte
d
f
rom
a
m
ong
the
i
ndi
v
i
d
ual
s
w
it
h
de
ve
lo
p
e
d
zo
ne
o
f
p
h
y
s
i
cal
in
t
e
l
l
i
g
e
n
ce
.
Phys
ica
l
i
nt
e
lli
g
e
nc
e
z
one
r
efers
t
o
the
i
n
d
i
v
id
u
al’s
c
a
p
ac
ity of usi
ng
cer
t
a
i
n
p
ar
t
s
of
the
b
o
d
y
to
so
l
v
e
pr
ob
le
ms,
c
o
ns
truc
t
a
m
ode
l
or
c
rea
t
e
a
pr
o
duc
t
[
9
].
P
hys
ica
l
a
nd
k
i
n
esth
e
t
i
c
a
spe
c
ts
a
re
t
he
prer
equ
i
s
i
te
o
f
l
e
arn
i
n
g
.
P
a
rt
ic
ula
r
l
y
p
h
y
si
ca
l
a
n
d
kine
t
i
c
abi
l
i
t
i
e
s
req
u
i
re
t
h
e
u
se
o
f
sp
eci
al
t
al
ent
s
i
n
lear
n
i
n
g
.
The
y
p
re
fer
t
o
l
ea
rn
b
y
do
ing,
m
o
v
i
n
g,
e
x
p
e
r
ie
n
c
i
n
g
a
nd
try
i
n
g
.
The
y
b
ecom
e
e
ffic
ie
nt
i
n
l
ear
ning
w
ith
t
he
ir
t
a
l
e
n
ts
s
uc
h
a
s
c
o
o
rd
i
n
a
tio
n,
b
a
l
ance
,
stren
g
t
h
,
fl
e
x
i
b
i
lit
y
a
n
d
spee
d.
T
he
refor
e
,
w
h
e
n
t
h
e
s
tude
nts
hav
i
ng
suc
h
t
a
l
e
n
t
s
w
an
t
t
o
b
e
te
ac
he
rs,
it
be
com
e
s
i
m
p
o
rta
n
t
f
or
t
he
m
t
o
r
e
ceive
p
e
d
ag
o
g
ica
l
f
or
m
a
tio
n.
Un
d
e
rs
t
a
nd
ing
t
h
e
l
e
a
r
n
i
ng
s
t
y
l
e
s
of
s
tu
d
e
nts
co
n
tin
uin
g
t
he
i
r
e
d
u
cat
io
n
or
h
avi
n
g
co
mple
t
e
d
th
ei
r
e
d
u
cat
i
o
n
in
d
i
ffe
re
nt
b
ra
nche
s
o
f
s
p
o
rts
sc
ie
nces
i
s
of
g
re
at
i
m
porta
nce
t
o
d
e
si
gn
a
s
ui
t
a
b
l
e
l
e
arni
ng
-t
ea
chi
ng
env
i
ro
nm
en
t
for
trai
ni
n
g
t
he
m
as
t
e
a
c
h
ers
or
e
duc
a
t
ors.
A
s
ki
l
f
u
l
i
ns
truc
tor
k
now
ing
th
e
pow
e
r
o
f
lear
n
i
n
g
style
s
m
ake
s
u
se
o
f
va
ri
ous
w
a
y
s
of
t
ea
c
h
i
ng
to
f
a
c
i
l
ita
t
e
t
he
un
de
rst
a
t
i
ng
of
t
he
s
u
b
j
e
c
t
for
st
ude
n
t
s
[1
0]
.
In
th
i
s
r
espe
c
t
,
he
/s
he
k
now
s
t
h
a
t
t
he
e
ffe
c
t
of
d
i
f
fere
nt
w
ays
of
p
rese
n
t
a
t
i
o
n
varies
f
r
o
m
o
n
e
l
e
arne
r
to
a
no
t
h
er
.
Acc
o
rdi
n
g
to
[
11],
te
ac
he
rs’
adap
ta
t
i
o
n
t
o
d
i
ffe
r
en
t
l
e
arni
n
g
p
ro
c
e
ss
es
by
un
d
e
rst
a
ndi
ng
t
h
ei
r
o
w
n
in
div
i
du
al
lear
n
i
n
g
n
ee
ds
i
s
ass
o
cia
t
e
d
w
it
h
t
h
e
i
r
ow
n
l
e
a
r
ni
ng
s
t
yle
s
.
Th
us,
de
t
e
rm
in
a
t
i
o
n
o
f
t
he
l
ea
rni
ng
s
t
yle
s
o
f
pr
e-
service
ph
ysic
a
l
e
d
u
ca
t
i
o
n
a
nd
s
p
orts
t
e
a
c
h
e
r
s,
w
ho
m
a
y
be
a
p
p
o
i
n
t
e
d
a
s
t
ea
ch
ers
i
n
t
he
f
ut
u
r
e
,
i
s
vi
ewed
t
o
be
i
mp
or
t
a
nt
f
or
t
he
ir
p
a
r
tic
ipa
t
io
n
in
l
ear
nin
g
-
t
e
a
c
h
i
n
g
proce
s
s
w
i
t
h
a
n
a
w
a
r
e
n
e
s
s
o
f
t
h
e
i
r
o
w
n
lear
n
i
n
g
s
ty
les.
The
p
u
rp
ose
o
f
t
he
c
ur
rent
s
t
u
d
y
i
s
to
d
e
t
er
m
i
ne
w
he
the
r
t
he
p
r
e-se
rv
i
c
e
sp
o
r
t
s
s
ci
enc
e
s
t
e
a
c
h
ers’
lear
n
i
n
g
s
ty
l
e
s
va
ry
s
ig
ni
fica
n
t
l
y
d
epe
n
di
n
g
on
gen
d
er,
age,
d
o
ing
ac
t
i
ve
s
por
ts
a
s
a
l
i
ce
nse
d
a
thle
te
,
b
r
anc
h
,
depa
r
t
me
n
t
,
coac
h
i
ng
in
h
i
s
/
h
er
b
r
a
nch,
w
orki
ng
i
n
a
j
o
b
out
si
d
e
hi
s/
her
branc
h
a
nd
ge
nera
l
gra
d
e
po
int
aver
a
g
e.
2.
RESEARCH
M
ETH
O
D
Th
e
cu
rren
t
s
t
u
dy
i
s
d
e
script
i
v
e
stu
d
y
c
ondu
c
t
e
d
i
n
lin
e
wi
t
h
t
he
r
elat
i
ona
l
sur
v
ey
m
ode
l.
S
urvey
mode
l
s
a
re
r
esea
rch
approa
c
h
es in
t
en
de
d
to
d
esc
r
i
b
e
a
past
o
r p
re
sent sta
te
a
s it w
a
s or
i
t
is
[
13].
2
.
1
St
udy
G
roup
The
s
t
ud
y
gro
u
p
o
f
t
he
c
urre
nt
r
esea
rch
is
c
om
prise
d
o
f
sen
i
or
stud
e
n
t
s
r
a
ndo
ml
y
se
l
e
c
t
e
d
f
ro
m
am
ong
the
s
t
u
d
en
ts
a
t
t
e
ndi
n
g
t
he
D
epar
t
m
ent
s
o
f
Coa
c
h
i
ng
,
Re
cre
at
io
n
,
S
ports
M
a
n
a
g
em
ent
a
nd
P
hys
ica
l
Ed
uca
t
i
o
n
an
d
S
ports
T
eac
h
i
n
g
a
nd
enr
o
l
l
e
d
a
t
t
h
e
peda
g
o
g
i
c
a
l
f
orm
a
ti
o
n
p
rogram
a
t
t
h
e
Ed
uc
at
i
on
F
a
c
u
l
t
y
of
M
uğ
la
S
ı
t
kı
K
oçm
a
n
U
n
i
v
er
si
t
y
i
n
20
1
6
-20
1
7
aca
dem
i
c
yea
r
..
T
he
d
e
m
ogra
phic
s
o
f
the
part
ic
ipa
n
ts
a
r
e
gi
ve
n in Ta
b
le
1
.
Whe
n
T
a
b
le
1
i
s
exa
m
ine
d
,
it
is
s
ee
n
t
h
a
t
o
f
the
part
ici
p
a
t
i
n
g
s
t
ude
n
t
s,
7
2
(35.
8%)
a
r
e
fe
ma
les
an
d
12
9
(6
4.
2%) are
m
a
le
s; 6
0
(2
9.
9%) are
from the c
o
ac
hin
g
d
epar
t
m
en
t,
42 (
20.8
%
) ar
e from
t
he de
p
a
r
tme
n
t
of
spor
ts m
ana
g
e
m
e
n
t
,
6
0 (2
9.9
%
)
ar
e from
th
e de
par
t
m
e
n
t
of r
ecr
ea
ti
o
n
, 39 (19.
4%) are
fr
om the
depa
r
t
m
e
n
t o
f
ph
ysic
a
l
e
d
u
ca
ti
o
n
a
n
d
s
por
ts
t
e
a
c
h
ing
;
173
(86.
1%)
ar
e
i
n
t
he
a
g
e
grou
p
of
21-
25,
2
4
(1
1.9%)
a
r
e
in
t
h
e
a
ge
gro
up
of
2
6-3
0
,
4
(
2%)
a
r
e
in
t
h
e
a
ge
g
ro
up
of
3
1-35
;
12
5
(
6
2
.
2
%
)
p
r
e
f
e
r
t
e
a
m
s
p
o
r
t
s
a
n
d
7
6
(
3
7
.
8
%
)
p
r
e
f
e
r
in
div
i
dua
l
s
p
orts
;
6
7
(
33.
3%)
a
r
e
a
t
h
l
e
t
e
s
w
i
t
h
a
l
i
c
e
n
s
e,
1
34
(6
6.7%)
are
no
t;
5
5
(
2
7
.
4
%)
a
re
c
oachi
n
g
i
n
a
spec
ific
s
por
t
a
nd
146
(
72.6
%
)
a
r
e
not
;
6
4
(
3
1
.8%)
a
re
w
orki
n
g
in
a
j
ob
ou
ts
i
d
e
t
h
eir
bra
n
c
h
es
a
nd
1
3
7
(68.2%
)
a
r
e
not;
1
38
(68.
7%
)
ha
ve
a
l
ow
g
e
n
era
l
g
ra
de
p
o
i
n
t
a
ve
ra
ge
,
51
(25.
4
%
)
ha
ve
a
m
edium
gene
ral
grade
p
o
i
n
t av
e
r
age
and
1
2
(6%
) ha
ve a
hi
g
h ge
n
e
ra
l
grad
e
poi
n
t
a
ver
a
ge
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
n
vest
i
g
a
t
i
o
n o
f
t
h
e
L
e
ar
nin
g
St
y
l
es o
f
Pre
-
S
e
rvic
e S
por
ts T
e
ache
rs
Enrol
l
e
d
at
a
…
(
S
ü
l
e
y
m
an C
a
n)
20
5
Ta
b
l
e
1.
F
r
e
que
ncie
s
and pe
r
c
e
n
t
a
ges f
o
r th
e
dem
ograp
hic
s
of t
he
p
ar
tic
i
p
an
ts
f
%
Gen
d
e
r
Fe
mal
e
7
2
3
5
,
8
Ma
le
129
64,
2
Ag
e
2
1
-
25
y
e
a
r
s
ol
d
173
86,
1
2
6
-
30
y
e
a
r
s
ol
d
2
4
11,
9
3
1
-
35
y
e
a
r
s
ol
d
4
2
H
a
ving a
spor
ts
lice
n
s
e
Y
e
s
6
7
33,
3
N
o
134
66,
7
Br
an
c
h
es
Te
am
s
port
125
62,
2
Indi
vidua
l
sport
7
6
37,
8
Dep
a
r
t
men
t
Phy
s
i
c
a
l
e
du
ca
tion a
nd
sports
t
e
a
c
h
ing
3
9
19,
4
C
o
a
c
h
ing
6
0
29,
9
Re
c
r
ea
tion
6
0
29,
9
S
p
o
r
t
s
ma
n
ag
emen
t
4
2
2
0
,
8
Hav
i
n
g
a
co
ach
in
g
c
e
r
t
i
f
i
cat
e
Y
e
s
5
5
27,
4
N
o
146
72,
6
Working
in
a
j
ob
outsi
de
t
h
e
b
r
an
ch
Wo
r
k
i
n
g
6
4
3
1
,
8
N
o
t
working
137
86,
2
G
e
n
e
r
a
l
gra
d
e
poi
nt a
ve
r
a
g
e
L
o
w
138
68,
7
Me
diu
m
5
1
25,
4
H
i
gh
1
2
6
,
0
2.2.
D
ata
C
o
lle
ction
To
ols
I
n
t
he
c
urre
n
t
s
t
u
d
y
,
i
n
o
rd
er
t
o
de
te
rm
i
n
e
t
h
e
l
e
ar
ni
n
g
style
s
o
f
the
pa
rt
ici
p
a
t
i
n
g
pr
e-ser
v
i
c
e
teac
hers,
“
T
he
V
e
r
m
unt
L
e
a
rni
n
g
Sty
l
e
S
cale”
d
e
v
el
o
p
ed
by
Ve
rm
u
nt
[
14]
a
nd
ada
p
te
d
to
T
ur
kis
h
b
y
Ş
e
ke
r
[4]
a
n
d
“
P
ersonal
In
for
m
a
tio
n
F
o
r
m
”
w
e
re
u
se
d.
T
he
V
erm
unt
L
ea
r
n
i
n
g
S
t
y
l
e
S
c
a
l
e
h
a
s
1
0
0
i
t
e
m
s
d
e
s
i
g
n
e
d
i
n
t
h
e
f
o
r
m
o
f
f
i
v
e
-
p
o
i
n
t
L
i
k
e
r
t
s
c
a
l
e
.
T
h
e
s
e
1
0
0
i
t
e
m
s
w
e
r
e
r
e
d
u
c
e
d
t
o
7
6
i
n
th
e
Tu
rki
s
h
ad
apt
a
t
i
on
s
tu
dy
.
Th
e
sc
a
l
e
consi
s
t
s
o
f
P
a
rt
A
(
st
udy
a
ct
ivi
t
i
e
s
)
an
d
Pa
rt
B
(
st
u
dy
m
ot
iv
es
a
nd
o
pin
i
on
s
a
b
o
u
t
st
u
d
y
)
.
Th
e
respo
n
se
o
p
t
i
o
ns
t
o
th
e
i
t
e
m
s
in
t
he
p
ar
t
o
f
s
tud
y
a
c
t
i
v
itie
s
a
re
s
c
o
red
as
f
oll
o
ws;
“I
r
a
r
el
y
o
r
n
ev
e
r
d
o
th
i
s
”
1
p
o
i
n
t;
“
I
so
me
t
i
me
s
do
t
hi
s
”
2
poi
nt
s;
“
I
re
g
u
l
a
rl
y
do
t
his”
3
poi
nt
s;
“
I
g
e
n
e
ra
ll
y
do
th
i
s
”
4
p
o
i
n
ts
a
n
d
“
I
nea
r
l
y
a
lw
a
y
s
do
t
h
i
s
”
5
p
o
i
n
ts.
The
r
e
s
p
o
n
se
o
p
tio
ns
t
o
th
e
i
t
em
s
in
t
he
p
art
of
s
t
u
d
y
m
oti
v
es
a
n
d
o
pi
n
i
on
s
abo
u
t
s
t
u
d
y
a
re
s
cor
e
d
as
f
o
l
l
o
w
s
“
S
t
r
ongly
di
sagre
e
1
p
o
i
nt;
“
I
disa
gree
w
ith
m
uch
o
f
it”
2
p
o
i
nt
s;
“
U
nde
cide
d
or
I
d
o
n
o
t
k
n
o
w
”
3
p
o
i
n
t
s;
“
I
a
g
re
e
w
ith
m
uc
h
of
i
t
”
4
po
int
s
a
n
d
“
S
t
r
o
n
g
ly
a
gr
ee”
5
poi
nt
s.
I
n
the
c
u
rre
nt
s
tu
dy,
C
r
o
nba
ch
A
lp
ha
c
oe
ffici
ent
f
o
r
the
w
h
ole
of
t
h
e
sca
l
e
w
a
s
fou
nd
t
o
b
e
α=
0
.76.
I
t
w
a
s
fo
u
nd t
o
be
α
=
0.64
for the
s
u
b-d
i
me
nsio
n of st
u
d
y
a
c
t
iv
itie
s,
α=
0
.54
fo
r
th
e
su
b
-
di
me
n
s
io
n
of
s
t
udy
m
ot
iv
es
and
α=
0
.6
4 f
o
r the
sub-d
i
me
nsio
n
o
f
o
p
i
n
i
o
n
s
ab
ou
t st
udy.
2.3.
D
ata
An
alys
is
I
n
t
he
a
nal
y
s
i
s
of
t
he
d
a
t
a,
f
irst
f
re
que
nc
y
d
i
s
t
ribu
ti
o
n
o
f
th
e
par
tic
ip
a
n
ts’
de
mogr
a
p
h
i
cs
w
as
exa
m
ine
d
.
The
n
,
fre
q
u
e
ncie
s,
p
er
cen
ta
ges
w
e
re
c
a
l
cula
te
d
and t
-
t
e
st
a
nd
o
n
e
-way
v
ari
a
n
c
e
an
al
ysi
s
w
e
r
e
ru
n
.
Th
e
an
a
l
y
s
es
w
ere
p
e
r
f
o
r
m
e
d
in
S
PSS
2
0
p
r
o
g
r
am
p
ack
a
ge.
Th
e
si
g
n
i
fic
a
n
ce
le
ve
l
i
n
t
he
a
nalyses
was
set
to
be
0
.
0
5.
W
he
t
h
er
t
he
r
ese
a
rc
h
da
ta
e
x
h
i
b
i
te
d
a
n
o
rm
al
d
is
t
r
ibu
t
i
o
n
wa
s
ch
e
c
k
e
d
w
it
h
Ko
l
m
ogo
rov
-
S
m
i
r
nov
Test.
In
c
a
s
e
s
w
he
re
t
he
d
istrib
u
t
i
ons
w
er
e
no
t
n
o
rm
al
M
a
nn-
Wh
i
t
n
ey
U
t
est
wa
s
u
s
e
d
.
As
a
r
e
s
u
l
t
of
L
ev
ene
tes
t
c
o
n
duc
te
d
to
t
e
s
t
the
h
o
moge
ne
it
y
of
t
he
v
a
r
ia
nce
,
D
un
net
C
t
e
st
w
a
s
r
un
t
o
d
e
t
er
mine
t
he
s
ourc
e
o
f
th
e
di
ffe
re
nce
[15]
.
3.
RESULT
S
A
N
D
ANALY
S
IS
I
n
th
i
s
sect
io
n of
t
he st
u
d
y
,
fi
nd
ing
s
r
elate
d
t
o
t
h
e p
u
r
pose
o
f
the
st
ud
y ar
e
p
r
esente
d.
3
.
1
.
F
indin
g
s
Rela
ted
to
t
he
Q
u
e
s
t
io
n
“
D
o
th
e
Pre-
service
Spo
rt
s
S
c
ien
ces
P
re-se
rvice
T
e
ac
he
rs’
Lea
r
n
i
ng
S
ty
le
S
co
res V
a
ry
S
ig
nifica
n
t
ly
Dep
e
n
ding
o
n
G
e
n
d
er?
”
Whe
t
her
t
h
e
s
por
ts
s
c
i
ence
s
pre-se
rvice
te
a
c
he
rs’
lear
n
i
n
g
st
yl
e
s
v
ar
y
s
i
gni
fi
c
a
n
tly
d
e
p
en
d
i
ng
o
n
gen
d
er
w
a
s
i
n
v
es
tiga
t
e
d
.
The
find
i
n
g
s
o
bt
aine
d
fr
om
t
-t
est
a
n
a
l
y
s
i
s
c
o
ndu
c
t
ed
t
o
t
h
i
s
e
nd
a
re
p
rese
nt
e
d
in Ta
b
le
2.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
0
3
– 211
20
6
Ta
b
l
e
2.
T-test r
e
sul
t
s
show
in
g
w
h
et
her
the pr
e-ser
v
i
c
e
sp
o
r
ts
s
c
i
e
n
c
es
t
each
e
r
s’ l
e
a
r
n
i
ng s
t
yl
e
s
sc
o
r
es
v
a
r
y
si
gn
ifi
c
ant
l
y
d
ep
en
din
g
on
g
e
n
de
r
D
i
m
e
nsi
ons
G
e
n
d
e
r
N
S
S
Sd
Le
ve
n
e
Te
s
t
t
Te
st
F
P
t
p
Study
Ac
tivitie
s
Fe
m
a
le
72
3,
17
0
,
646
199
0
,
430
0,
513
0
,
605
0
,
546
Ma
l
e
129
3,
11
0
,
645
Study
Motive
s
Fe
m
a
le
72
3,
64
0
,
491
199
0
,
645
0,
423
0
,
984
0
,
326
Ma
l
e
129
3,
56
0
,
574
Opinions
a
bout
S
tudy
Fe
m
a
le
72
3,
84
0
,
681
199
2
,
284
0,
132
1
,
498
0
,
136
Ma
l
e
129
3,
70
0
,
681
Th
e
resu
lt
s
o
f
t
-t
est
co
ndu
c
t
e
d
t
o
s
e
e
w
h
e
t
h
e
r
t
h
e
p
r
e
-
se
rv
i
c
e
sp
o
r
t
s
s
ci
e
n
ces
t
e
ach
e
r
s’
l
e
a
r
n
i
ng
style
s
s
c
o
res
v
a
ry
s
i
g
n
i
fic
a
n
t
l
y
de
pen
d
i
n
g
on
ge
nder
rev
e
aled
t
h
a
t
th
ey
d
id
n
o
t
v
a
r
y
si
gni
fi
c
a
n
tly
[
St
udy
a
c
t
i
vit
i
es
(
N=72
),
F
emal
e
X
=
3
,
1
7
;
(
N
=
1
2
9
)
,
M
a
l
e
X
=
3
,11
;
t
=
0,
60
5,
p
>
0
.05;
S
tud
y
m
ot
ive
s
(
N
=
72)
,
Femal
e
X
=
3
,64;
(
N=12
9
)
,
M
a
l
e
X
=
3
,
5
6
;
t
=
0,
984,
p
>0.0
5
;
O
pi
ni
o
n
s
a
b
ou
t
s
t
ud
y
(N
=7
2)
,
F
e
ma
le
X
=
3
3
,
84;
(N=
12
9), M
a
l
e
X
= 3,
7
0
;
t
=
1
,
49
8,
p
>0
.05]
.
3.2.
“
Fin
d
in
gs
R
el
ated
t
o
th
e
Qu
e
s
tion
“
D
o
t
h
e
P
r
e
-se
r
vice
S
p
o
r
t
s
Sc
i
e
nc
es
P
r
e
-se
r
v
i
ce
T
eacher
s
’
Lea
r
n
i
ng
S
ty
le
S
co
res V
a
ry
S
ig
nifica
n
t
ly
Dep
e
n
ding
o
n
Ag
e?
”
Whe
t
her t
h
e
s
p
orts sc
i
e
n
ces p
re-
s
e
r
vice
tea
c
h
ers’
lea
rni
ng
styl
es
v
a
r
y
si
gn
ifi
c
ant
l
y
d
ep
en
din
g
on
a
ge
w
a
s
in
ves
tiga
t
e
d
.
The
fi
n
d
i
n
gs
o
b
t
a
i
n
e
d
fr
o
m
one-w
a
y
v
ar
ianc
e
a
na
lysis
con
d
u
cte
d
t
o
t
h
is
e
nd
a
r
e
pr
esen
ted
in Ta
b
le
3.
T
a
b
l
e 3.
O
ne-w
ay va
r
iance
a
n
al
ysis r
esul
t
s
s
how
in
g
w
h
e
t
h
e
r
t
h
e
pre-ser
vi
ce
s
por
t
s
s
ciences
teachers’
le
arn
i
n
g
st
y
les scor
es va
r
y si
g
n
if
i
c
an
t
l
y de
pe
ndi
ng
on
age
D
i
m
e
nsions
S
our
c
e
o
f
the
va
ria
n
ce
Su
m
o
f
squa
r
e
s
Sd
M
ea
n
of
s
qua
r
e
s
F
p
Study
A
c
t
i
v
iti
e
s
Be
twe
e
n
-gr
oups
W
ithin-groups
T
o
ta
l
0,
078
83,
092
83,
170
2
198
200
0,
039
0,
420
0,
093
0
,
911
St
udy
M
o
t
i
v
e
s
Be
twe
e
n
-gr
oups
W
ithin-groups
T
o
ta
l
0,
286
59,
315
59,
601
2
198
200
0,
143
0,
300
0,
477
0
,
621
O
p
inions
a
bout
St
ud
y
Be
twe
e
n
-gr
oups
W
ithin-groups
T
o
ta
l
0,
060
82,
895
82,
955
2
198
200
0,
030
0,
419
0,
072
0
,
931
Th
e
resul
t
s
o
f
o
n
e
-wa
y
v
ari
a
n
c
e
an
aly
s
i
s
c
o
ndu
ct
ed
t
o
se
e
wh
eth
er
t
he
p
re
-servic
e
s
p
o
rts
sc
ie
nces
teac
hers’
lea
r
ni
ng
st
yle
s
s
c
o
r
e
s
va
ry
s
i
g
ni
fica
nt
ly
d
e
p
end
i
ng
o
n
a
g
e
re
vealed
t
h
a
t
the
y
d
i
d
n
ot
v
ary
sign
ifica
n
tl
y
[S
t
u
d
y
a
c
t
i
v
i
t
i
e
s,
F
=
0,
09
3,
p
>0.
05;
S
tu
d
y
m
ot
i
v
e
s,
F
=
0,47
7,
p
>0.
0
5;
O
p
i
ni
o
n
s
ab
ou
t
stu
dy,
F
=
0,07
2,
p>0.
0
5].
3.3.
“
Fin
d
in
gs
R
el
ated
t
o
th
e
Qu
e
s
tion
“
D
o
t
h
e
P
r
e
-se
r
vice
S
p
o
r
t
s
Sc
i
e
nc
es
P
r
e
-se
r
v
i
ce
T
eacher
s
’
L
e
arn
i
n
g
S
tyle S
cor
e
s Var
y
S
i
g
n
i
fic
a
nt
l
y
D
ep
e
n
ding
o
n
Wh
ether B
ei
ng
a
Licen
sed Ath
l
ete
?
”
Whe
t
her
t
h
e
s
por
ts
s
c
i
ence
s
pre-se
rvice
te
a
c
he
rs’
lear
n
i
n
g
st
yl
e
s
v
ar
y
s
i
gni
fi
c
a
n
tly
d
e
p
en
d
i
ng
o
n
wh
e
t
h
e
r
b
e
i
ng
a
l
i
cen
se
d
athl
et
e
wa
s
i
n
v
e
sti
g
at
ed
.
Th
e
fi
nd
ing
s
o
b
t
ai
ne
d
from
t
-
t
e
s
t
a
n
a
l
y
s
is
c
on
duc
te
d
t
o
thi
s
e
nd are
p
re
sent
ed in Tabl
e
4.
Th
e
resu
lt
s
o
f
t
-t
est
co
ndu
c
t
e
d
t
o
s
e
e
w
h
e
t
h
e
r
t
h
e
p
r
e
-
se
rv
i
c
e
sp
o
r
t
s
s
ci
e
n
ces
t
e
ach
e
r
s’
l
e
a
r
n
i
ng
style
s
s
c
o
re
s
v
a
ry
s
i
g
n
i
fica
ntl
y
d
e
p
en
d
i
n
g
on
w
h
e
t
he
r
be
in
g
a
l
ice
n
se
d
at
hl
e
t
e
reve
a
l
ed
t
ha
t
t
h
e
y
d
id
n
ot
v
ary
sign
ifica
n
tl
y
[
S
tud
y
a
c
t
i
v
i
tie
s
(Y
es
=
67,
X
=
3
,
1
7
;
N
o
=
1
3
4
X
=
3
,1
2
;
t
=
0,21
0
p
>
0.
0
5
)
,
S
t
ud
y
m
o
tiv
e
s
(Y
e
s
67,
X
=
3
,3
9;
N
o
=
13
4,
X
=
3
,5
8
;
t
=
0,15
2
,
p>
0.0
5
)
.
H
o
w
e
ve
r,
a
ccor
d
ing
to
t
he
r
e
s
u
l
t
s
o
f
Le
ve
n
e
t
e
s
t
,
t
h
e
v
a
r
i
a
n
c
e
i
s
n
o
t
e
q
u
a
l
a
n
d
w
h
e
t
h
e
r
t
h
e
p
r
e
-
s
e
r
v
i
c
e
s
c
i
en
ce
t
ea
c
h
ers’
l
ea
rn
in
g
st
yl
e
s
s
c
o
re
s
v
a
ry
sign
ifica
n
tl
y
d
e
pe
n
d
in
g
on
t
h
e
sc
ores
t
ake
n
f
r
o
m
t
h
e
su
b-d
i
m
e
ns
ion
of
“
o
p
i
ni
on
s
abo
u
t
st
udy
”
was
t
e
st
ed
w
ith
M
a
n
n
Whi
t
n
ey-U
t
e
s
t
.
T
he
f
i
ndi
n
g
s
ob
ta
ine
d
a
re
a
s
fol
l
o
w
s
(A
lice
n
sed
at
h
l
ete
N=
67,
m
ean
r
an
k
=99,
8
7
;
n
o
t
d
o
i
n
g
s
p
o
rts
w
i
t
h
a
l
ic
ense
=
1
3
4
,
m
e
a
n
ra
nk =
101,
5
6; U
= 4
4
4
1
3
,5
0
p>0.0
5
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
n
vest
i
g
a
t
i
o
n o
f
t
h
e
L
e
ar
nin
g
St
y
l
es o
f
Pre
-
S
e
rvic
e S
por
ts T
e
ache
rs
Enrol
l
e
d
at
a
…
(
S
ü
l
e
y
m
an C
a
n)
20
7
Tab
l
e
4.
The
re
su
l
t
s o
f
t-tes
t show
in
g w
h
e
t
h
e
r the
pre-
service
sports scie
n
c
e
s te
ache
r
s’ le
a
rni
ng st
y
l
es scor
e
s
va
ry si
g
n
i
fica
n
t
l
y
de
p
e
n
d
i
ng
on w
h
e
t
he
r be
ing
a lice
n
se
d a
t
h
l
e
t
e
D
i
m
e
nsions
Be
ing a
l
i
ce
ns
e
d
at
h
l
et
e
N
S
S
Sd
Le
ve
n
e
T
e
s
t
t
Te
st
F
P
T
p
Study
A
c
tivi
t
i
e
s
Y
e
s
67
3,
14
0
,
759
199
4
,
183
0,
0
4
2
0,
210
0
,
834
N
o
134
3,
12
0
,
582
Study
M
oti
v
e
s
Y
e
s
67
3,
59
0
,
586
199
0
,
849
0,
3
5
8
0,
152
0
,
879
N
o
134
3,
58
0
,
526
Opini
ons
a
bout
S
t
udy
Y
e
s
67
3,
72
0
,
652
199
0
,
000
0,
9
8
3
-0,
4
5
3
0
,
651
N
o
134
3,
78
0
,
641
3.4.
F
i
n
d
i
n
g
s
R
e
l
a
te
d
to
t
he
Q
u
e
stion
“D
o
th
e
Pre-
service
S
p
or
ts
S
cien
ces
T
e
a
c
h
e
r
s’
L
e
a
rn
i
n
g
S
t
yl
e
S
c
ores
V
ary
Sign
if
ican
tly D
e
p
e
nd
in
g on
th
e
B
r
a
n
c
h
V
a
r
i
ab
le
?
”
Whe
t
her
the
sp
or
t
s
s
c
i
ence
s
p
r
e
-
ser
v
ic
e
t
e
ac
he
rs’
lear
nin
g
s
tyl
es vary
s
i
gni
fic
a
n
t
l
y
depe
ndi
ng on
t
h
e
branc
h
v
aria
bl
e
w
a
s
inves
t
i
g
ate
d
.
The
fin
d
in
gs
o
bt
a
i
ne
d
from
t
-
t
e
st
a
nalysis
conducted
to
t
hi
s
end
are
prese
n
t
e
d i
n
T
a
b
l
e
5.
Ta
b
l
e
5.
The
r
esu
lts o
f
t-tes
t
show
ing
w
h
et
he
r
the
pre-se
rvice
sports
s
cie
n
c
e
s tea
c
her
s
’ lea
r
ni
ng st
y
l
e
s
score
s
v
a
ry
si
g
nif
i
cant
l
y
d
ep
e
ndin
g
o
n
t
h
e b
r
an
ch
v
ari
a
b
l
e
Dim
e
nsions
B
r
a
nc
h
N
SS
S
d
Le
ve
n
e
T
e
s
t
t
Te
st
F
P
T
p
Study
Ac
t
iviti
e
s
T
e
am
S
por
t
125
3
,
1
2
0
,
656
199
0
,
001
0
,
975
-
0,
20
3
0,
840
Indi
vidua
l
Sport
76
3
,
1
4
0
,
628
S
t
udy
M
otiv
e
s
T
e
am
S
por
t
125
3
,
5
8
0
,
540
199
0
,
157
0
,
693
-
0,
05
2
0,
958
Indi
vidua
l
Sport
76
3
,
5
9
0
,
558
O
p
inions
a
bout
S
tudy
T
e
am
S
por
t
125
3
,
7
5
0
,
617
199
0
,
758
0
,
385
-
0,
08
1
0,
936
Indi
vidua
l
Sport
76
3
,
7
6
0
,
689
Th
e
resu
lt
s
o
f
t
-t
est
co
ndu
c
t
e
d
t
o
s
e
e
w
h
e
t
h
e
r
t
h
e
p
r
e
-
se
rv
i
c
e
sp
o
r
t
s
s
ci
e
n
ces
t
e
ach
e
r
s’
l
e
a
r
n
i
ng
style
s
s
core
s
v
a
ry
s
i
g
ni
fi
ca
nt
l
y
d
epe
n
di
n
g
o
n
the
branc
h
v
ar
iab
le
r
eve
a
l
e
d
t
h
a
t
t
h
ey
d
i
d
n
o
t
v
ary
s
i
g
n
i
f
ica
n
tly
[
S
t
udy
a
c
tiv
i
tie
s
(t
e
a
m
s
p
o
r
t
=
1
2
5
X
=
3
,
12;
i
n
d
i
v
id
ua
l
s
p
ort
=
7
6
X
=
3
,14
;
t
=
-0,
203
p
>
0.
0
5
)
,
S
t
ud
y
moti
ves
(team
s
por
t
=
1
25
X
=
3
,5
8;
i
ndi
vid
u
a
l
s
po
rt
=
7
6
X
=
3
,59
;
t
=
0,0
52
p
>
0.05
),
O
pi
n
i
o
n
s
a
b
o
u
t
stud
y
(team
s
por
t
=
1
2
5
X
= 3,
1
7
;
i
ndi
vi
d
u
a
l
spor
t =
76
X
= 3,
1
2
; t
=
-
0,0
81
p
>
0.
0
5
)
.
3.5.
F
i
n
d
i
n
g
s
R
e
l
a
te
d
to
t
he
Q
u
e
stion
“D
o
th
e
Pre-
service
S
p
or
ts
S
cien
ces
T
e
a
c
h
e
r
s’
L
e
a
rn
i
n
g
S
t
yl
e
S
c
ores
V
ary
Sign
if
ican
tly D
e
p
e
n
d
i
n
g
on
C
oach
i
n
g
?”.
Whe
t
her
t
h
e
s
por
ts
s
c
i
ence
s
pre-se
rvice
te
a
c
he
rs’
lear
n
i
n
g
st
yl
e
s
v
ar
y
s
i
gni
fi
c
a
n
tly
d
e
p
en
d
i
ng
o
n
coa
c
h
i
ng
w
a
s
in
ves
t
iga
t
e
d
.
T
h
e
fi
ndi
n
g
s
o
b
ta
ine
d
from
t-
t
e
st
a
n
a
l
ysi
s
c
on
du
ct
e
d
t
o
this
e
nd
a
re
p
re
se
n
t
ed
in Ta
b
le
6.
Ta
b
l
e
6.
The
r
esu
lts o
f
t-tes
t
show
ing
w
h
et
he
r
the
pre-se
rvice
sports
s
cie
n
c
e
s tea
c
her
s
’ lea
r
ni
ng st
y
l
e
s
score
s
var
y
s
ign
i
fic
a
n
tly
d
e
p
en
d
i
ng
on
coac
hin
g
Dim
e
nsion
C
o
ac
hing
N
SS
S
d
Le
ve
n
e
T
e
s
t
t
Te
st
F
P
T
p
S
t
udy
A
c
tivi
t
i
e
s
Ye
s
55
3
,
19
0,
613
199
0,
009
0
,
9
27
0
,
763
0
,
446
N
o
146
3
,
11
0,
656
Study
M
oti
v
e
s
Ye
s
55
3
,
61
0,
509
199
0,
662
0
,
4
17
0
,
474
0
,
636
N
o
146
3
,
57
0,
560
Opini
ons
a
bout
S
t
u
d
y
Ye
s
55
3
,
87
0,
574
199
0,
200
0
,
1
59
1
,
624
0
,
106
N
o
146
3
,
71
0,
664
Th
e
resu
lt
s
o
f
t
-t
est
co
ndu
c
t
e
d
t
o
s
e
e
w
h
e
t
h
e
r
t
h
e
p
r
e
-
se
rv
i
c
e
sp
o
r
t
s
s
ci
e
n
ces
t
e
ach
e
r
s’
l
e
a
r
n
i
ng
st
y
l
es
s
co
res
va
ry
s
ign
i
fi
ca
ntl
y
d
e
p
e
n
di
ng
o
n
co
ac
hing
r
eve
a
l
e
d
t
ha
t
t
h
ey
d
i
d
n
o
t
v
ar
y
si
gnific
a
n
t
l
y
[S
t
u
d
y
a
c
t
i
vit
i
es
(
Ye
s
=
55
X
=
3
,1
9;
N
o
=
146
,
X
=
3
,
11),
S
t
ud
y
m
o
tive
s
(
Y
e
s
=
5
5
X
=
3
,
6
1
;
N
o
=
1
4
6
,
X
=
3,57; t= 0,474,
p>0
.05 )
, Opinions
a
bout study (Yes = 55
X
=
3
,8
7; N
o
=
1
46
X
= 3,
71;
t
=
-0,106 p>0.05]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
0
3
– 211
20
8
3
.
6
.
F
i
n
ding
s
Rela
ted
to
t
he
Q
ues
t
i
o
n
“Do
t
h
e
Pre-serv
ice
S
p
o
r
t
s
S
c
ien
c
e
s
T
eac
h
er
s’
L
e
a
rnin
g
S
t
yle
S
c
ores
V
ary
Sign
if
ican
tly D
e
p
e
n
d
i
n
g
on
th
e V
a
riab
le
o
f
Wor
k
in
g
in
a
Job
?”
Whe
t
her
the
sp
or
t
s
s
c
i
ence
s
p
r
e
-
ser
v
ic
e
t
e
ac
he
rs’
lear
nin
g
s
tyl
es vary
s
i
gni
fic
a
n
t
l
y
depe
ndi
ng on
t
h
e
varia
b
l
e
o
f
w
o
rki
ng
i
n
a
j
ob
w
a
s
in
ves
t
i
g
a
t
e
d
.
The
f
i
nd
in
gs
o
b
t
a
i
ne
d
from
t
-te
s
t
a
n
a
l
ys
is
c
on
d
u
cte
d
t
o
t
h
is
e
n
d
a
r
e p
r
es
en
te
d
i
n
Tab
l
e
7
.
Tab
l
e
7.
The
re
su
l
t
s o
f
t-tes
t show
in
g w
h
e
t
h
e
r the
pre-
service
sports scie
n
c
e
s te
ache
r
s’ le
a
rni
ng st
y
l
es scor
e
s
vary
s
i
g
n
i
fica
n
t
l
y
de
p
en
d
i
ng
on t
h
e
varia
b
le
o
f w
o
rki
n
g
i
n
a
j
o
b
D
i
m
e
nsion
Working
in
a
job
N
SS
S
d
Le
v
e
ne
T
e
s
t
t
T
e
s
t
F
P
T
p
St
udy
ac
t
i
viti
e
s
Working
64
3
,
1
3
0,
657
199
0
,
330
0
,
566
0
,
053
0
,
958
Not
w
o
rking
137
3
,
1
3
0,
641
Study
m
oti
v
e
s
Working
64
3
,
5
9
0,
573
199
0
,
060
0
,
806
0
,
024
0
,
981
Not
w
o
rking
137
3
,
5
8
0,
534
O
p
inions
a
bout
study
Working
64
3
,
7
2
0,
702
199
0
,
435
0
,
510
-
0,
47
1
0,
638
Not
w
o
rking
137
3
,
7
7
0,
616
Th
e
resu
lt
s
o
f
t
-t
est
co
ndu
c
t
e
d
t
o
s
e
e
w
h
e
t
h
e
r
t
h
e
p
r
e
-
se
rv
i
c
e
sp
o
r
t
s
s
ci
e
n
ces
t
e
ach
e
r
s’
l
e
a
r
n
i
ng
st
y
l
es
s
c
o
re
s
va
ry
s
ig
n
i
f
i
cant
l
y
d
ep
e
n
di
ng
o
n
th
e
v
a
ri
abl
e
o
f
w
or
kin
g
i
n
a
j
o
b
re
ve
ale
d
t
ha
t
t
h
ey
d
i
d
n
ot
v
ar
y
sign
ifica
n
tl
y
[S
tud
y
a
c
t
iv
itie
s
(Work
i
ng
=
64,
X
=
3
,
1
9
;
N
ot
w
ork
i
n
g
=
1
37
X
=
3
,
1
1
;
t
=
0,76
3
p
>
0.
0
5
)
,
S
t
ud
y
mo
t
i
ve
s
(
W
ork
i
n
g
=
6
4
X
= 3
,
6
1
;
N
ot
w
o
r
k
i
n
g
=
1
3
7
,
X
=
3
,
57;
t
=
0,
47
4
,
p
>
0.
05
),
O
p
i
n
i
o
n
s
a
b
out
stud
y
(Wor
ki
n
g
=
64
X
= 3,
87;
N
ot
w
orki
ng
= 1
37
X
=
3
,71;
t
= -0,
106
p>
0
.05
].
3.7.
F
i
n
d
i
n
g
s
R
e
l
a
te
d
to
t
he
Q
u
e
stion
“D
o
th
e
Pre-
service
S
p
or
ts
S
cien
ces
T
e
a
c
h
e
r
s’
L
e
a
rn
i
n
g
S
t
yl
e
S
c
ores
V
ary
Sign
if
ican
tly D
e
p
e
n
d
i
n
g
on
th
e V
a
riab
le
o
f
Gen
e
r
a
l
Gr
ade Po
i
n
t Av
er
a
g
e
?”
Whe
t
her
the
sp
or
t
s
s
c
i
ence
s
p
r
e
-
ser
v
ic
e
t
e
ac
he
rs’
lear
nin
g
s
tyl
es vary
s
i
gni
fic
a
n
t
l
y
depe
ndi
ng on
t
h
e
varia
b
l
e
o
f
ge
ner
a
l
gra
d
e
po
in
t
a
v
era
g
e
w
a
s
in
ves
tiga
t
e
d
.
The
f
ind
i
ngs
o
b
t
ai
ne
d
fro
m
one
-w
ay
v
a
r
ianc
e
ana
l
ys
is c
ond
u
c
t
e
d t
o
t
h
i
s end
are pre
s
ente
d i
n
T
ab
le 8.
T
a
b
l
e 8.
O
ne-w
ay va
r
iance
a
n
al
ysis r
esul
t
s
s
how
in
g
w
h
e
t
h
e
r
t
h
e
pre-ser
vi
ce
s
por
t
s
s
ciences
teachers’
lea
r
n
i
ng
sty
l
es
s
core
s
vary
s
ig
ni
fica
n
tly
d
e
p
e
n
d
i
ng o
n
t
he
v
ari
abl
e
o
f
g
e
n
e
ra
l
g
r
ad
e
p
o
i
n
t
av
e
r
ag
e
D
i
m
e
nsion
Sourc
e
o
f
the
va
r
i
a
n
ce
S
u
m
of
s
qua
r
e
s
Sd
M
ean
o
f
squa
re
s
F
p
Signi
f
i
c
a
nt
diffe
re
nc
e
S
t
udy
ac
tivitie
s
Be
t
w
e
e
n
-gro
ups
Withi
n
-gr
oups
To
t
a
l
3,
248
79,
922
83,
170
2
198
200
1,
624
0,
404
4,
024
0
,
019
A
A
-
C
C/
CB,
AA-
BB/
BA
St
udy m
o
t
i
v
e
s
Be
t
w
e
e
n
-gro
ups
Withi
n
-gr
oups
To
t
a
l
1,
753
57,
848
59,
601
2
198
200
0,
877
0,
292
3,
000
0
,
045
A
A
-
B
B
/
B
A
Opini
o
ns
a
bout
study
Be
t
w
e
e
n
-gro
ups
Withi
n
-gr
oups
To
t
a
l
0,
967
81,
988
82,
955
2
198
200
0,
484
0,
414
1,
168
0
,
313
A
s
ca
n
b
e see
n
i
n
Ta
bl
e
8,
t
he
pre-
s
ervice
s
p
o
rts
sc
i
e
nce
s
te
a
c
hers’ lear
nin
g
sty
les score
s
take
n
fr
o
m
the
sub-
di
m
e
n
s
i
on
o
f
o
pi
n
i
o
n
s
ab
ou
t
st
u
d
y
[F
=
1,16
8,
p
>
0
.05]
d
o
n
ot
v
ary
sig
n
i
f
i
c
a
n
tly
d
e
p
e
n
d
i
ng
on
t
h
e
v
a
ri
a
b
l
e
o
f
g
e
n
e
ra
l
g
r
ad
e
po
i
n
t
a
v
erag
e.
H
o
w
ev
er,
t
h
e
s
c
o
r
e
s
t
a
ke
n
from
t
he
s
ub
-
d
i
m
ens
i
o
n
s
o
f
s
tu
dy
a
c
t
i
vit
i
es
(
F=
4
,0
24
,
p<
0
.
0
5
)
a
n
d
st
udy
m
o
t
i
v
es
(
F=
3
,0
00,
p
<
0
.
05)
v
ary
si
gn
ifica
n
t
l
y
d
epe
n
d
i
n
g
on
g
e
ne
ral
grade
poi
n
t
a
v
e
r
a
ge.
In
o
rder
t
o
de
term
ine
t
h
e
s
o
urce
o
f
th
e
d
i
ffere
nce,
S
che
f
fe
t
e
s
t
w
a
s
c
ond
uc
t
e
d
r
e
v
e
a
lin
g
tha
t
i
n the
s
ub-
dim
e
n
s
io
n
o
f
s
tu
d
y
act
i
v
i
ties,
t
he pre
-servic
e
te
ache
r
s
ha
v
i
ng
A
A
(90-
10
0
po
i
n
ts)
(
X
=
3,5
15)
have
m
or
e
po
s
iti
ve
s
t
u
dy
a
c
t
i
vi
t
i
es
t
ha
n
the
pr
e-se
rvice
t
e
a
c
he
rs
h
av
i
ng
C
C
/
C
B
(
70-
74
/
7
5-
7
9
p
oin
t
s
)
(
X
=
3,05
9) and BB
/
B
A
(80-84
/
8
5
-
89
p
o
i
n
ts)
(
X
= 3,25
3) . In
the
sub-
dime
n
s
io
n
of st
u
dy
m
o
ti
ve
s, t
he
p
r
e
-ser
vi
ce
teac
hers
h
a
v
in
g
A
A
(90-1
0
0
p
o
i
n
t
s
)
(
X
=
3,
95
6)
h
a
v
e
mo
r
e
pos
iti
ve
s
t
u
dy
m
o
t
i
ve
s
t
h
an
t
he
p
r
e
-servic
e
teac
hers
h
a
v
in
g
BB/
BA
(80-
84
/
85-
89
po
in
t
s
),
(
X
= 3,5
42)
a
nd
CC
/C
B (
70-
74/
75-
79
p
o
in
t
s
),
(
X
= 3,5
75)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
n
vest
i
g
a
t
i
o
n o
f
t
h
e
L
e
ar
nin
g
St
y
l
es o
f
Pre
-
S
e
rvic
e S
por
ts T
e
ache
rs
Enrol
l
e
d
at
a
…
(
S
ü
l
e
y
m
an C
a
n)
20
9
3.8.
F
i
n
d
i
n
g
s
R
e
l
a
te
d
to
t
he
Q
u
e
stion
“D
o
th
e
Pre-
service
S
p
or
ts
S
cien
ces
T
e
a
c
h
e
r
s’
L
e
a
rn
i
n
g
S
t
yl
e
S
c
ores
V
ary
Sign
if
ican
tly D
e
p
e
n
d
i
n
g
on
th
e V
a
riab
le
o
f
D
e
p
a
r
t
me
nt?
”
Whe
t
her
the
sp
or
t
s
s
c
i
ence
s
p
r
e
-
ser
v
ic
e
t
e
ac
he
rs’
lear
nin
g
s
tyl
es vary
s
i
gni
fic
a
n
t
l
y
depe
ndi
ng on
t
h
e
varia
b
l
e
o
f
de
pa
rtm
e
nt
w
a
s
i
n
v
es
ti
ga
ted.
T
he
f
ind
i
n
g
s
o
b
t
ai
ned
fr
om
o
ne-
w
ay
v
aria
nc
e
a
n
a
l
ys
is
c
on
duc
ted
to
thi
s
e
nd are
p
re
sent
ed in Tabl
e
9.
Tab
l
e
9
.
The
resu
l
ts o
f o
n
e-
w
a
y va
ria
n
c
e
a
nal
y
s
i
s
show
in
g w
h
et
h
er
t
he
pre
-ser
vi
c
e
s
por
t
s
sc
i
e
n
ce
s
teac
hers’
le
arn
i
n
g
st
y
l
e
s scor
es va
r
y si
g
n
if
i
c
an
t
l
y de
pe
ndi
ng
on
t
h
e v
a
ri
ab
le
o
f de
pa
rtm
e
nt
Di
m
e
nsion
Sourc
e
of t
he
v
a
r
i
an
ce
Su
m
of
s
qua
re
s
Sd
Mea
n
o
f
squa
r
e
s
F
p
Signi
f
i
c
a
nt
diffe
re
nc
e
S
t
udy
ac
tivitie
s
Be
twee
n-
groups
Wi
thin-groups
To
tal
1,
672
81,
498
83,
170
3
197
200
0,
557
0,
414
1,
347
0
,
260
-
S
t
udy
m
otiv
e
s
Be
twee
n-
groups
Wi
thin-groups
To
tal
0,
383
59,
217
59,
601
3
197
200
0,
128
0,
301
0,
425
0
,
735
-
Opini
ons
a
bout
st
ud
y
Be
twee
n-
groups
Wi
thin-groups
To
tal
4,
223
78,
732
82,
955
3
197
200
1,
408
0,
400
3,
522
0
,
016
BSÖ
-
AN
T
R
./R
E
K
.
/S
P
Y
Th
e
resul
t
s
of
o
n
e
-wa
y
v
aria
n
c
e
an
aly
s
i
s
r
e
v
e
a
l
e
d
th
at
t
h
e
p
re-
se
rv
i
ce
sp
o
r
t
s
s
ci
e
n
ce
s
t
e
a
c
h
e
rs’
lear
n
i
n
g
sty
les
sc
ores ta
k
en
f
rom
the s
u
b-d
i
m
e
nsi
ons of s
t
u
d
y a
c
t
i
v
itie
s (
F
=
1,3
47, p
>0.
05) a
n
d
s
tu
d
y
m
ot
i
v
es
(F
=
0,
42
5,
p
>
0
.05)
do
n
o
t
v
a
ry
s
ig
n
i
f
i
c
a
n
t
l
y
de
pen
d
i
n
g
o
n
t
h
e
v
a
r
ia
b
l
e
of
d
epar
t
m
e
n
t
;
yet,
t
he
s
core
s
take
n
from
t
he
s
u
b
-d
ime
n
sio
n
o
f
op
in
ion
s
a
b
o
u
t
s
t
ud
y
(F
=
3,
5
22,
p
<
0
.
0
5)
v
ary
si
gn
i
f
i
c
a
n
t
l
y.
I
n
order
t
o
r
e
v
e
a
l
t
h
e
source
o
f
th
is
d
i
ffe
re
nce
,
S
cheffe
t
es
t
w
a
s
c
o
n
duc
te
d
rev
e
a
l
i
n
g
t
ha
t
t
h
e
sc
ore
s
t
a
k
e
n
f
r
o
m
the
s
u
b-dim
e
ns
i
o
n
of op
i
n
i
o
n
s
a
b
o
u
t
s
t
ud
y by
t
h
e
stude
n
t
s
fro
m
t
he
d
e
p
a
r
tm
e
n
t
o
f
p
h
y
si
c
a
l
e
duca
t
io
n
a
nd
spor
ts
t
e
ach
i
n
g
(
B
S
Ö
)
(
X
=
3,
9
6
4
)
are
hi
g
h
e
r
t
ha
n
t
hos
e
of
t
he
s
tu
de
n
t
s
fr
om
t
he
d
e
p
ar
t
m
en
ts
o
f
[C
oach
i
ng
(ANTR.)
(
X
=
3
,
8
5
7)
,
R
e
creation (REK.) (
X
= 3,
64
6) a
nd S
p
or
t
s
m
a
n
agem
en
t
(S
P
Y
)
(
X
=
3,5
88)
]
.
4.
CONCL
U
S
ION
A
c
corin
g
t
o
G
ö
m
l
ek
siz
a
nd
D
e
m
i
ralp
[
1
6
],
posses
s
i
o
n
of
e
ffe
ct
i
v
e
study
s
trategies
and
positive
stud
y
a
tti
tu
des
b
y
p
re
-servic
e
teac
hers
i
s
of
g
r
eat
i
m
p
ortance
for
b
o
t
h
t
hem
s
elve
s
a
n
d
st
u
d
en
ts
t
he
y
w
i
ll
educ
a
t
e
i
n
t
he
f
u
t
ure.
T
hus,
de
t
e
rm
ina
t
i
on
of
p
r
e
-se
r
vice
tea
c
h
e
r
s’
l
ea
r
n
i
n
g
s
t
yles
w
i
l
l
he
lp
t
hem
a
c
qu
ire
mor
e
p
e
r
ma
nent
k
n
o
w
l
e
d
g
e
,
ski
lls
a
nd
a
t
t
itu
des.
The
fi
nd
i
n
g
s
o
f
t
h
e
cur
r
ent
st
udy
s
how
t
he
p
r
e
-ser
vi
c
e
sp
o
r
t
s
s
ci
en
ce
s
t
e
ach
e
r
s’
s
tudy
a
c
t
i
v
it
i
e
s,
s
tu
dy
m
oti
v
es
a
n
d
o
pi
nion
s
a
b
o
u
t
s
tud
y
do
no
t
va
ry
s
i
g
ni
fic
a
n
t
ly
depe
n
d
i
n
g
on
g
e
n
der,
a
ge
,
b
e
i
n
g
a
l
i
ce
n
s
e
d
a
t
h
le
te,
c
o
a
c
h
i
n
g
i
n
h
i
s
/h
e
r
r
es
p
ect
iv
e
b
r
anc
h
,
wo
rki
n
g
in
a
j
ob
ou
tsi
d
e
h
i
s/he
r
branc
h
.
Th
i
s
i
n
d
i
c
a
t
es
t
ha
t
the
pre
-
ser
v
i
c
e
t
e
a
c
h
ers’
l
ear
ning
pre
f
er
ence
s
d
o
n
o
t
c
han
g
e
depe
n
d
i
n
g
o
n
t
hese
v
aria
b
l
es.
O
n
t
he
o
the
r
h
an
d,
it
w
a
s
fo
un
d
t
ha
t
the
pre-
se
rvice
s
p
orts
s
c
i
ence
s
t
e
ac
he
rs’
lear
n
i
n
g
s
t
y
le
s
vary
s
i
g
nific
a
n
t
l
y
d
e
p
e
n
di
n
g
on
the
va
ria
b
l
e
s
o
f
de
partm
e
nt
a
n
d
g
e
n
er
al
g
rade
p
oin
t
a
v
e
rage.
In
t
his
rega
rd,
w
h
ile
t
he
ir
s
t
u
d
y
a
c
t
iv
ities
a
nd
stu
dy
m
o
t
i
ve
s
d
o
n
o
t
v
a
r
y
si
gn
ifica
n
tl
y
de
pe
nd
i
n
g
o
n
t
h
e
depa
r
t
me
n
t
v
a
r
iab
l
e,
t
he
i
r
o
pin
i
o
n
s
a
b
o
u
t
s
tud
y
v
a
r
y
s
i
gni
fic
a
n
t
l
y.
T
h
i
s
di
ffere
n
ce
i
s
i
n
fa
v
o
r
of
t
he
p
r
e
-
se
rv
i
c
e
t
e
ach
ers
f
r
o
m
t
h
e
d
e
p
art
m
ent
o
f
p
hy
si
c
a
l
e
d
uc
a
t
ion
and
spo
r
ts
t
e
a
c
hi
ng
.
Thi
s
s
e
e
ms
t
o
be
q
ui
t
e
nat
u
ra
l
as
s
t
u
d
e
nt
s
a
c
c
e
p
te
d
t
o
t
he
p
h
y
s
i
cal
e
duca
tio
n
a
n
d
spor
t
s
t
e
ach
ing
kn
o
w
a
t
th
e
be
g
i
nn
i
n
g
t
h
at
t
h
e
y
have
a
l
r
ead
y
g
a
ine
d
t
he
r
i
g
h
t
t
o
be
a
t
ea
c
h
er
.
Moreo
v
e
r
,
it
ca
n
a
r
gue
d
tha
t
t
he
y
use
m
e
ntal
m
o
d
e
l
s
mor
e
effec
t
i
v
e
l
y
w
h
ile
l
ear
nin
g
.
In
a
dd
i
t
i
o
n
,
o
p
i
ni
o
n
s
a
b
ou
t
st
ud
y
a
r
e
a
ffe
c
t
e
d
b
y
ac
ti
v
itie
s
a
nd
le
arn
i
ng
z
o
n
e
s
(cog
ni
t
i
ve, affe
c
t
i
v
e a
nd psyc
ho-m
o
tor)
. Wh
en t
he
g
e
n
era
l
gra
de
p
o
i
n
t
a
v
e
ra
ge
o
f the pre-
service
tea
c
h
er
s ar
e
take
n
in
to
c
ons
idera
t
i
o
n,
it
is
s
e
e
n
t
h
a
t
t
h
i
s
v
a
r
i
a
b
l
e
l
e
d
t
o
significant
d
i
f
fer
e
nces
i
n
study
activities
and
study
moti
ves
of
t
he
p
re-se
r
vice
tea
c
her
s
;
ye
t,
n
o
t
i
n
the
op
ini
o
ns
a
bo
ut
s
tu
dy.
T
he
p
re-
s
e
r
vice
t
ea
che
r
s
ha
v
i
n
g
A
A
(90-1
00
p
o
i
n
ts
)
have
b
e
t
t
e
r
stud
y
ac
t
i
v
i
t
i
e
s
t
han
t
h
e
pre-
servi
ce
t
e
a
c
h
e
r
s
ha
vin
g
C
C/
C
B
(
70-
74
/
75-7
9
p
oin
t
s)
and
B
B
/BA
(
80-
84
/85-
8
9
p
oi
n
t
s)
.
S
t
ud
y
ac
t
i
v
i
ti
e
s
a
re
c
on
n
e
c
t
ed
w
i
th
p
re-service
teacher
s
’
inf
o
rmation
proce
ssi
ng
a
n
d
orga
n
i
za
ti
on
p
r
o
cesses.
I
n
stu
d
y
a
c
t
i
v
i
tie
s,
it
see
m
s
t
h
a
t
t
h
e
d
es
ire
d
s
k
ills
h
a
v
e
no
t
b
e
e
n
th
oro
u
ghl
y
ga
i
n
ed.
In
t
h
e
s
u
b
-d
im
ensi
on
o
f
s
tu
dy
mo
t
i
v
e
s,
t
he
p
re
-ser
v
i
c
e
t
e
ach
e
r
s
h
a
vin
g
AA
(90
-
100
po
int
s
)
se
em
t
o
have
g
a
i
ne
d
bet
t
er
s
tu
d
y
m
oti
v
e
s
t
ha
n
the
pre-
s
ervice
t
e
a
c
h
ers
ha
v
i
n
g
B
B
/
B
A
(8
0-
84
/8
5-8
9
po
int
s
)
an
d
CC
/CB
(
70-
74
/7
5-7
9
p
o
i
n
t
s).
O
p
i
n
i
o
ns
a
b
o
u
t
s
t
u
d
y
(
m
en
ta
l
m
o
de
l
of
l
ea
rni
ng,
c
on
struc
t
i
on
o
f
kn
ow
le
d
g
e,
a
cc
epta
nce
of
k
now
l
e
dge,
use
o
f
k
n
o
w
l
ed
ge
,
st
im
u
l
a
t
i
on
e
duca
t
io
n
and
coop
e
r
at
i
o
n
)
w
ere
f
oun
d
to be
n
o
t
e
ffec
tive
o
n
i
ncre
asi
ng t
h
e
ge
ner
a
l gra
d
e p
o
i
n
t a
v
e
r
a
ge
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
0
3
– 211
21
0
Wh
ile
s
ome
r
e
sea
r
ch
i
n
t
h
e
li
tera
tur
e
r
eporte
d
t
h
at
l
ea
rni
n
g
st
yle
s
d
o
no
t
va
ry
s
i
g
n
i
fica
nt
l
y
b
y
g
e
nd
e
r
[
17
],
s
o
m
e
oth
e
r
res
e
a
r
ch
f
o
und
t
ha
t
t
h
e
y
v
a
r
y
sig
n
i
f
i
c
a
n
t
l
y
[
15]
.
[18,
1
9]
.
D
i
nço
l
,
Tem
e
l,
O
ska
y
,
Erdo
ğan
a
nd
Y
ı
l
m
az
[
2
0
],
a
re
o
f
th
e
o
p
i
n
i
on
t
h
a
t
m
atc
h
ing
pre
-
s
er
vi
c
e
t
ea
cher
s’
c
rit
i
c
i
zi
n
g
s
ty
le
s
w
ith
t
he
ir
i
n
s
t
ru
c
t
o
r
s
’
l
e
a
rn
in
g
styl
es
a
nd
m
a
t
chi
n
g
in
st
ru
ct
o
r
s’
t
ea
c
h
in
g
s
ty
les
w
ith
pr
e
-se
r
vice tea
c
h
ers’ lear
n
i
ng
sty
les
w
ill
p
o
si
ti
ve
ly
a
ffe
c
t
p
re
-ser
vi
c
e
t
e
a
c
h
e
r
s’
achie
v
e
me
n
t;
how
e
v
er
,
i
t
w
a
s
f
o
u
nd
t
h
at
s
uc
h
m
a
t
c
h
i
ng
di
d
n
o
t
affec
t
ac
h
ie
ve
m
e
nt. D
e
m
i
rbaş an
d
D
e
m
irka
n [21]
f
o
u
n
d
th
a
t
i
nd
iv
i
d
uals
w
it
h d
i
ffere
nt l
ear
ning
char
a
c
t
er
s
ar
e
mor
e
c
re
ative
an
d
em
oti
o
n
a
l.
B
ozk
u
rt
[
22
]
conc
l
u
de
d
t
h
at
t
h
e
p
r
e-se
rvice
hi
stor
y
t
e
a
c
her
s
p
re
fe
r
t
o
b
e
con
t
in
uou
sl
y
a
c
ti
ve
i
n
l
e
ar
ni
ng
ac
t
i
v
it
ies.
G
üve
n
an
d
K
ü
rüm
[23
]
f
oun
d
a
p
o
si
ti
ve
c
o
rre
l
a
tion
be
tw
e
e
n
t
h
e
pre-
service
te
a
c
he
rs’
some
l
e
a
rni
ng
st
yles
a
nd
cr
it
ica
l
t
hi
nki
n
g.
Ş
en
a
nd
Y
ılma
z
[
24]
r
e
p
o
r
ted
tha
t
t
h
e
stude
n
t
s
w
i
t
h
t
he
i
nte
r
na
liz
i
n
g
lea
r
ni
n
g
s
t
y
le
o
b
t
a
i
ne
d
hi
g
h
er
va
lues
i
n
s
o
l
u
t
i
o
n
a
n
d
d
isi
n
te
grat
io
n
c
o
ncep
t
tes
t
t
ha
n
t
h
e
stude
nts
w
i
th
t
he
c
o
n
v
er
ge
n
t
l
ea
rn
in
g
st
y
l
e
.
G
e
n
c
e
l
[
25]
f
ou
nd
t
h
a
t
th
e
st
u
d
e
nt
s
w
i
t
h
t
h
e
con
v
er
ge
n
t
lea
rni
n
g
sty
l
e
m
o
re
posit
i
v
el
y pe
r
ceive
t
heir pr
o
bl
e
m
sol
v
ing s
k
ill
s.
5
.
RESU
L
T
S
A
s
a
r
esult,
i
t
w
a
s
conc
l
u
de
d
t
h
a
t
t
he
p
r
e
-se
r
vice
s
port
s
s
ci
en
c
e
t
eac
hers’
st
ud
y
ac
ti
v
i
t
i
e
s
a
nd
s
t
ud
y
moti
ves
sh
ow
e
d
t
ha
t
t
h
e
y
u
se
t
he
s
am
e
le
arni
ng
s
t
yle
s
i
n
d
i
ffer
e
n
t
d
e
par
t
m
e
n
t
s.
T
he
d
if
fere
nce
in
t
heir
op
ini
o
ns
a
b
o
u
t
s
t
u
d
y
m
i
g
ht
h
a
v
e
s
t
em
me
d
fr
om
t
he
ir
b
ranc
h
c
h
ara
ct
er
i
s
t
i
cs.
M
o
re
o
v
e
r
,
t
h
e
pr
e-ser
v
i
c
e
teac
hers’
a
c
a
d
e
m
ic
achie
ve
me
nt
s
c
o
res
ar
e
affec
t
e
d
b
y
t
h
e
i
r
stu
d
y
a
c
t
i
v
i
tie
s
an
d
stu
dy
m
o
tive
s
.
O
p
i
n
i
o
ns
abo
u
t
s
tu
d
y
a
r
e
not
e
ffect
i
v
e
o
n
r
e
cei
vi
n
g
a
h
ig
her
ach
ie
ve
me
nt
s
c
o
re
.
In
f
urther
r
ese
a
rc
h,
i
n
v
es
ti
ga
ti
on
of
di
ffe
re
nt
l
e
a
r
n
i
n
g
st
y
l
e
s
o
n
l
a
rger
s
am
ples
s
e
l
e
c
t
e
d
from
t
he
f
ac
ult
i
es
o
f
s
p
o
r
t
s
s
c
i
en
c
e
s
c
a
n
b
e
c
ondu
ct
e
d
.
M
o
reo
v
e
r, s
t
udi
e
s
u
si
ng
exp
e
r
i
m
e
n
t
a
l
me
t
hod
s ca
n
b
e
c
on
du
ct
e
d
.
REFE
RENCES
[1]
Yıldır
ım
A
.
,
D
oğanay
A
.
&
T
ü
r
k
o
ğ
l
u
A
.
“Ok
u
lda
ba
ş
ar
ı
i
ç
i
n
d
e
r
s
ç
a
l
ı
ş
m
a
ve ö
ğ
r
e
nme yönt
eml
e
ri,
”
S
eçki
n
bas
ı
m
e
v
i
.
A
n
k
a
ra.
20
09
.
[2]
Fe
lde
r
RM
.
“
Mtter
s
of styl
e, Asse
Prism
,” 6(4
)
. 18
-
23
.
1
9
9
6
.
[3]
P
a
s
h
l
e
r
H
.
,
M
c
D
a
n
i
e
l
M
.
,
R
o
h
r
e
r
D
.
&
B
j
o
r
k
R
.
.
“
L
e
a
r
n
i
n
g
s
t
y
l
e
s
:
c
o
nc
e
p
ts
a
nd
e
v
i
d
e
nc
e
,
”
Psy
c
h
olog
ic
a
l
S
c
ie
n
c
e
in the Public
Int
e
rest
,
9
(
3).
1
05-1
1
9
.
2
009
.
[4]
Şeker
H.
“
Vermunt
’
un
öğrenme
s
tilleri
ö
lçeğinin
T
ürkçe
f
o
rmun
un
g
eçerl
i
k
v
e
güv
enirlik
çal
ışması
,”
Mill
i
E
ğ
it
im
Der
g
isi
,
19
9
.
62-87.
2
0
1
3
.
[5]
H
e
i
n
T
L
.
&
B
u
d
n
y
D
D
.
“
S
t
y
l
e
s
a
n
d
t
y
p
e
s
i
n
s
c
i
e
n
c
e
a
n
d
e
n
g
i
n
e
e
r
i
ng
e
du
ca
tio
n
,
”
Pa
per
Pr
esen
t
e
d In
ter
natio
nal
Con
f
eren
ce on
En
gi
neer
ing
a
n
d
Comp
ut
er
E
d
u
c
a
t
ion
,
Sao Pau
l
o
, B
razi
l.
2
0
0
0
.
[6]
Ş
i
m
ş
ek
N
.
“
B
İ
G
1
6
ö
ğ
r
e
n
m
e b
i
çeml
e
ri en
v
an
teri,”
E
ğ
i
tim
B
ili
m
l
e
r
i
ve
Uygulama,
1.
34
-47
.
2
002
.
[7]
Ars
l
an
B
.
&
Bab
a
do
ğan
C.
“
Relati
on
ship
s
between
l
earn
i
n
g
s
t
y
le
p
r
e
f
eren
c
e
s
and
g
e
n
d
er,
ag
e
an
d
succes
s
lev
e
l
at
7t
h
an
d
8th
Grad
e,
”
Eu
rasi
an Jou
r
na
l
of Ed
uca
t
iona
l
R
e
sear
ch,
21
.
3
5
-
48
.
2
005
.
[8]
Bahar
HH.
,
Ö
zen
Y
.
&
Gü
laçt
ı
F.
“
E
ğ
iti
m
f
a
kültesi
ö
ğrencilerini
n
cin
s
i
y
et
v
e
b
r
a
n
şa
g
ö
r
e
akad
em
ik
b
aş
a
r
ı
du
rum
l
arı
il
e
öğren
m
e
s
till
e
rinin
incel
enm
e
si,”
A
n
k
a
ra
Ün
iv
e
r
s
i
t
e
si E
ğ
itim B
ilimleri F
a
kültesi Dergi
s
i
,
42(
1
)
.
69
-
86
.
2
009
.
[9]
Sa
b
a
n A. “
Çok
l
u
z
e
k
a
te
orisi ve
e
ğ
i
t
i
m,”
Nob
e
l
Y
a
yıne
v
i
.
Ank
a
ra
.
2
00
4.
[10]
Özçel
ik
D
A. “
İn
s
a
n n
i
t
e
li
kleri
ve
o
k
u
ld
a öğ
renm
e
,
” Mi
lli E
ğ
iti
m
Bakan
lığ
ı
Yayı
n
l
arı. İstan
bu
l. 1
9
9
8.
[11]
Had
f
ied
J.
“
Teach
er
e
d
u
cati
o
n
and
t
r
ain
ee
lear
n
i
n
g
s
ty
le,”
Regio
nal
L
a
ng
ua
ge Cen
t
r
e
Jou
r
n
a
l,
3
7
(
3
).
3
6
8
−386
.
20
06
.
[12]
Gü
neş
G.
&
G
ökçek
T
.
“
P
ed
agoj
ik
f
orm
a
s
yon
ö
ğ
renci
l
eri
n
in
öğrenm
e
s
t
ill
eri,”
E
ğ
it
im
v
e
Ö
ğ
re
tim A
r
a
ş
t
ı
r
m
al
ar
ı
Dergisi, 1
(
4)
.
2
8
-40
.
2
01
2.
[13]
Karas
a
r
N. “
Bilim
s
el araştırm
a
y
ön
te
m
i
,
”
N
o
b
e
l
Y
a
y
ın
e
v
i.
A
n
k
a
r
a
.
20
14
.
[14]
Verm
un
t
JD
.
“Met
a
c
o
g
n
i
t
i
ve,
cogni
ti
ve
a
nd
af
f
ectiv
e
as
pects
o
f
learn
i
n
g
s
tyles
an
d
s
t
rat
e
gies:
a
p
h
e
n
o
m
eno
g
raph
ic
anal
ys
is
,
”
Hi
gh
e
r
E
ducati
on,
31
.
25
-50
. 19
9
6
.
[15]
Bü
yü
kö
z
t
ürk
Ş
.
“
So
sya
l
b
ili
mle
r
i
ç
i
n
ve
r
i
a
na
l
i
z
i
e
l k
ita
bı
,”
P
eg
em
A Y
a
yın
c
ılık
. A
nkara.
20
07.
[16]
Gö
mleks
i
z
M
N
.,
&
Dem
i
ra
l
p
D
.
“
Ö
ğretm
e
n
ad
ayl
a
rın
ı
n
öz-dü
z
e
n
l
e
yi
ci
ö
ğrenm
e
b
eceriel
r
ine
ilişkin
görüş
l
eri
n
i
n
çeşi
t
l
i
d
eğişk
e
nler
açısı
nd
an
d
eğerl
e
nd
irilm
esi
,
”
Ga
z
i
a
n
t
e
p
Ün
iv
e
r
s
i
te
s
i
So
sy
a
l
Bi
li
ml
er
D
e
rg
isi,
11(3).
77
7-7
95.
2
0
1
2
.
[17]
Kn
ig
h
t
K
H
.
,
Elfenbei
n
M
H.
&
M
arti
n
M
B
.
“Rel
atio
ns
h
i
p
o
f
c
o
n
n
ect
ed
a
n
d
s
epar
at
e
kn
ow
in
g
to
t
h
e
l
earnin
g
s
t
y
l
e
s
of
K
ol
b
,
f
orm
a
l
reas
on
in
g
an
d
i
n
t
e
lli
g
en
ce,
”
Sex Rol
e
s, 37
. 4
01
-4
1
4
. 1
99
7.
[18]
B
r
e
w
C
R
.
“
K
o
l
b
’
s
l
e
a
r
n
i
n
g
s
t
y
l
e
i
n
s
t
r
u
m
e
n
t
:
s
e
n
s
i
t
i
v
e
t
o
g
e
n
d
e
r
,”
Ed
uca
tio
nal and
P
s
ycho
l
o
g
i
c
al
M
e
as
u
r
ement,
62
. 37
3
-
39
0.
20
0
2
.
[19]
Smit
h
DM.
& Ko
lb D
A.
“User’s g
ui
de
f
o
r
t
he l
earnin
g
-sty
le,
”
M
cB
er and
Compan
y
. Bos
ton
.
1
99
6
.
[20]
Di
nçol
S
.,
T
em
e
l
S
.,
Oskay
Ö
Ö
.,
Erdoğan
ÜI.
&
Yılm
az
A.
“
The
ef
fect
o
f
m
a
tching
l
earni
ng
s
tyle
s
w
i
t
h
t
each
in
g
st
y
l
es o
n
s
u
cces
s,”
Proc
e
d
ia-S
oc
i
a
l an
d
Be
ha
v
i
or
al Sc
ie
nc
e
s
,
15
. 8
54
-8
58
.
2
0
1
1
.
[21]
De
mirba
ş
O
O
.
&
D
e
m
irk
a
n
H
.
“
Le
a
r
ning
s
ty
le
s
of
d
e
s
ig
n
stu
d
e
n
ts
and
th
e
re
l
a
ti
on
ship
o
f
acade
m
ic
p
erf
o
rm
ance
and
gen
d
er i
n d
e
si
gn edu
c
at
io
n,”
Le
arning
an
d In
stru
c
t
io
n
,
17
.
34
5
-
35
9.
200
7.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
I
n
vest
i
g
a
t
i
o
n o
f
t
h
e
L
e
ar
nin
g
St
y
l
es o
f
Pre
-
S
e
rvic
e S
por
ts T
e
ache
rs
Enrol
l
e
d
at
a
…
(
S
ü
l
e
y
m
an C
a
n)
21
1
[22]
Bozk
urt
N.
“
T
h
e
relati
on
b
etween
t
he
h
i
s
t
o
ry
t
eacher
can
di
d
a
tes
’
l
earni
ng
styl
es
a
nd
m
e
t
acognitive
l
e
vels,”
An
throp
o
l
ogist,
16
(
3
)
.
5
85-5
9
4
. 2
01
3.
[23]
Gü
ven
M
.
&
K
ü
r
üm
D
.
“The
r
el
ati
o
n
s
h
i
p
between
t
eacher
cand
i
dat
e
s’
l
earn
i
n
g
s
t
y
les
and
cri
t
i
c
al
t
hink
ing
di
sp
ositi
ons,
”
Element
a
r
y
Ed
ucatio
n O
n
lin
e,
7
(
1).
53
-
70
. 20
0
8
.
[24]
Ş
e
n
S
.
&
Y
i
l
m
a
z
A
.
“
Th
e
eff
ect
o
f
learn
i
n
g
s
tyles
on
st
uden
t
's
misco
n
cep
tio
ns
a
nd
s
el
f
e
ff
icacy
f
o
r
l
e
a
rn
in
g
an
d
perf
o
r
m
a
n
ce,”
Pr
oced
ia
-Soci
a
l a
n
d B
e
ha
vio
r
a
l
Sciences
,
4
6
.
1
482-1
486
.
2
01
2.
[25]
Gencel
I
E
.
“
Learning
S
t
y
l
e
s
and
P
r
obl
e
m
Sol
v
i
ng
Skills
o
f
Turk
i
sh
P
ros
p
ect
ive Te
achers
,
”
In
tern
at
io
na
l Jo
ur
na
l
o
f
Pr
og
ress
ive E
ducat
ion
,
1
1
(
2
)
.
2015
.
Evaluation Warning : The document was created with Spire.PDF for Python.