Recently, the field of education has aimed to make a breakthrough not only in people’s behavior but also in their perception and ways of thinking. Education provides people with learning environments that makes their own potential emerge and enables them to shape their way during the learning process. Individual differences have an influence on a  wide  range  of  education  fields,  from organizing teaching environments to the techniques and strategies that the teacher would use (Esmer, 2013). Furthermore, the fact that people prefer different ways of learning demonstrates the variety of the human brain and that each brain has a unique structure.

Teachers are currently expected to create learning environments   suitable   for  the    individual    differences mentioned above. This competency, which is expected from the teachers in Turkey, is mentioned under the “Personal and Professional Values” section (regardless of the subject area) in the publication, General Competencies of Teaching Profession, prepared by the Ministry of Education (2004). It is especially stated no matter what department the teacher is- under the name of “Individual and Professional Values” (MEB, 2008).

Teachers are a key component in the education system. At this point, their expectations and beliefs have an impact on students’ behaviors and, accordingly, on concentration, attitudes and success (Ekici, 2006). When the teacher explores the differences in their own preferences and ways of thinking, it raises awareness of the learning preferences of students. On the other hand, pre-service teacher-education processes aim at enabling teacher candidates to attend to these processes with the skills of a good teacher (Erdem, 2008). In other words, to train qualified teachers, it is highly important to actively include pre-service teachers in teaching processes.

In order for the pre-service teachers to actively participate in teaching processes, proper learning environments should be provided. To achieve this, it should be considered that pre-service teachers may prefer different learning methods and materials. However, studies on learning styles (the individual’s preference as to how she/he would learn the information; Zhang & Sternberg, 2006), cognitive styles (the way individuals acquire, process, remember and utilize the information; Kagan and Messick, 1976) and thinking styles (the way individuals prefer to achieve a given task; Sternberg, 2009) have supported this view. In other words, many studies conducted with pre-service teachers have shown that their styles vary and this difference is observed according to gender (Sternberg, 1997; Zhang and Sachs, 1997; Zhang, 2004; Wu and Zhang, 1999; Cilliers and Sternberg, 2001; BuluÅŸ, 2005; Dinçer and SaracaloÄŸlu, 2011; Esmer, 2013), academic discipline (Zhang and Sach, 1997; Mert, 2003; Sünbül, 2004; BuluÅŸ, 2005; Emir, 2011; Esmer, 2013) and grade level (Zhang and Sachs, 1997; BuluÅŸ, 2006; Dinçer, 2009; Dinçer and SaracaloÄŸlu, 2011).

When style is regarded as the way individuals process information and achieve tasks (Zhang and Sternberg, 2005, 2006), it is considered as being associated with individual differences. Each individual has a unique reasoning. For instance, when reading a book, the individual’s mind is full of impressions about it. While summarizing the book, the person reasons and transfers the information; as a result, we have some ideas about the book and the person’s reasoning (Allport, 1937). At this point, reasoning is the result of processing the information. However, the fact that individuals prefer methods of carrying out the task shows that they have different mental processes and ways of thinking, learning, problem-solving and decision-making (Esmer, 2013). It  is assumed that, in order to train qualified teachers, these differences should also be taken into account in the preferences of teaching methods and education materials within teacher training programs. Consequently, the aim of the present study is to investigate the preferences of pre-service teachers on teaching methods and materials, and to answer these questions: (1) What are the preferences of pre-service teachers on teaching methods and education materials suitable for their own learning? (2) Do pre-service teachers’ preferences of teaching methods and education materials differ according to their departments, grade level and gender?

It is thought that this will contribute to the organization of pre-service education settings and therefore to the enhancement of functionality in education.

Research model

Since the present study aims to investigate perceptions of education faculty students on teaching methods and materials in terms of its conformity with their own learning, a descriptive method was utilized.

Sample of the study

In the present study, 691 female, 364 male students and 2 students who did not specify their gender were chosen randomly (total sample size of 1057) from freshman, sophomore and junior years in seven different departments, including primary school, science, mathematics, religion culture and moral education, foreign language, social sciences and music teaching.

Research instruments

The research data consisted of personal information forms and Likert-type questionnaires in order to determine the preferences of teaching methods and materials.

Personal information form

The personal information forms included three questions to identify the department, grade level and gender of the participants.

Teaching methods preference questionnaires

A 5-point Likert-type questionnaire (1 = absolutely inappropriate to 5 = absolutely appropriate), consisting of eight items, was utilized for determining the preferences for education faculty students towards teaching methods.

Teaching materials preference questionnaires

A 5-point Likert-type questionnaire (1 = absolutely  inappropriate  to 5 = absolutely appropriate), consisting of eight items, was utilized for determining the preferences of education faculty students towards teaching materials.

Data collection and analysis

Using the personal information form, teaching method preference and teaching material preference questionnaires was developed by researchers, the study was conducted with 1057 education faculty students. In the process of questionnaire development, the opinions of 12 experts in the educational sciences field were taken. In order to determine the clarity of the questions, a pilot study was conducted with ten pre-service teachers and necessary adjustments were made according to their opinions.

A normality test was first conducted for data analysis; and skewness and kurtosis values of data were calculated. According to Tabachnick and Fidell (2013), the acceptable range of skewness and kurtosis values for normal distribution of data is between +1.5 and −1.5, while according to George and Mallert (2010), it is between +2 and −2. Therefore, it can be accepted that data collected for the study show normal distribution as seen Table 1.

Descriptive statistics techniques were utilized for analyzing the data and independent samples t-tests were used for analyzing the differences of teaching method and material preference according to gender. One-way ANOVA was used to investigate the differences of teaching method and material preference in terms of grade level and department.

Tables 2 and 3 indicate the evaluations of education faculty students from different departments on teaching method and materials suitable for their own learning.

As a result, case study (x = 4.31) and discussion method (x = 4.02) were regarded as the most effective methods by pre-service teachers. However, group work, deductive and lecturing methods were considered as the least effective methods.

Tables 4 and 5 indicate the evaluations of education faculty students from different departments on teaching methods and materials suitable for their own learning. As a result, film demonstrations (x = 4.31) was regarded as the most effective material, followed by models, (x = 4.04), schemas and graphics (x = 4.01) and illustrations (x = 4.00). Over-head projector (x = 3.35), books and written materials (x = 3.53), PowerPoint demonstration (x = 3.64) and computer software (x = 3.83) had values below 4 points and were found to be less effective materials.

Table 6 indicates differences in perceptions of students on teaching methods suitable for their own learning in terms of their department. As a result, lecturing, question-answer, group work, individual work, inductive, discussion, case study, problem-solving and presentation methods have shown significant differences at 0.01 level according to the students’ departments. Deductive, drama, demonstration and cooperative learning methods have shown significant differences at the 0.05 level according to students’ departments. However, brainstorming, project and research methods have shown no significant differences.

The results from LSD analysis concerning source of variants have been summarized below. All the students evaluated lecturing method at below 4.00 points on average. It has been seen that the lowest point has been awarded by primary school teaching students. Although, all students evaluated question-answer method below 4.00 points on average, significant differences were found among all the departments. All the students evaluated group work method to be below 4.00 points. The least points were awarded by mathematics teaching students. Individual work method gained the highest points from science and music teaching students, whereas other students evaluated it to be below 4.00 points on the average.

All the students have deductive method to be below 4.00 points on the average. It was shown that the lowest points were awarded by primary school and mathematics teaching students. All the students evaluated inductive method to be below 4.00 points on the average. The lowest points were awarded by primary school and social studies teaching students. However, discussion method is one of the methods considered to be the most positive. Most of the departments evaluated it to be over 4.00 points on the average. The highest points  were  awarded by English teaching students whereas the lowest points were awarded by mathematics teaching students. Case study method was also considered as quite a positive method. The average of points awarded by all the students is over 4.00 points. In other words, case study method was evaluated as the most effective method. The highest points were awarded by English, music, and religion culture and moral education teaching students. Science and mathematics teaching students awarded the highest point to problem-solving, whereas the average points awarded by all other students were below 4.00.

All the students evaluated presentation method to be below 4.00 points on the average. English and social studies teaching students, in general, have reported average higher points than other students. Points awarded to drama were, in general, below 4.00 points on the average. The lowest point was by religion culture and moral education teaching students. The highest point for presentation method was awarded by music and primary school teaching students. However, the lowest point has been given by mathematics teaching students. All students evaluated cooperative learning to be below 4.00 points on the average. The lowest point was awarded by mathematics teaching students. The highest point for research method, however, was reported by music, religion culture and social studies teaching students. The lowest point was awarded by English teaching students. The points for brainstorming and project methods are below 4.00 points on the average within all departments. Furthermore, the preference level of both methods showed no significant difference according to department.

Table 7 indicates differences in perceptions of students on teaching materials suitable  for  their  own  learning  in terms of their departments. As a result, the points concerning schema and graphics, film demonstrations, computer software (CD-DVD), PowerPoint and over-head projector have shown significant difference at 0.01, whereas books and written materials showed significant difference at 0.05. The points concerning illustrations and models have shown no significant difference according to the students’ departments.

The results from LSD analysis concerning source of variants have been summarized below. The average points awarded to books and written materials are below 4.00 points. The lowest points were awarded by English and primary school teaching students. The ones who have the most positive opinions on schema and graphics are science, social studies and primary school teaching students; the ones who have the most negative opinions are religion culture and  English  teaching  students.  Film demonstrations had over 4.00 points within all the departments; accordingly, it is assumed that film demonstrations are one of the most preferred teaching materials. Among the departments, music and social studies teaching students garnered the most positive opinions. Generally, the fact that film demonstrations are regarded as a positive material is an expected result. Music and social studies teaching students had the most positive opinions on computer software, however, all other departments evaluated is below 4.00 points. As is considered that students are very interested in computers, this result may be regarded as remarkable.

Music and social studies teaching students awarded the highest points for PowerPoint demonstrations, but the average points from other  departments  was  below  4.00 points. This result shows consistency with the results for computer software. It is understood that music and social studies teaching students are more interested in computer-based programs and software.  Music  teaching is the only department evaluated to be over-head projector of over 4.00 points on average; all other departments had below 4.00 points. As it is considered that the music department is more practice-based, this result is remarkable. However, the lowest points were awarded by primary school teaching students.

In light of these findings, it is, however, noted here that one of the department which shows the most significant difference is primary school teaching. If 4.00 points is taken as criteria, it was seen that primary school teaching students mostly prefer illustrations, schema and graphics, models and film demonstrations; Science teaching students mostly prefer illustrations, schema and graphics, models and film demonstrations; Mathematics teaching students mostly prefer film demonstrations; Religion Culture mostly prefer illustrations and film demonstrations; Music teaching students mostly prefer models, film demonstrations, computer software, PowerPoint presentations and over-head projectors; Social Studies teaching students mostly prefer illustrations, schema and graphics, models, film demonstrations, computer software and PowerPoint presentations; English teaching students mostly prefer film demonstrations.

According to Table 8, some teaching method preferences    of    education    faculty    students     show differences in terms of gender whereas others do not. In light of the findings, the preferences of case study, individual work and inductive methods show a significant difference at the 0.01 level in terms of gender and are favored by female students. The preferences of demonstration and research methods show significant differences at the 0.05 level and is favored by female students.

According to Table 9, some teaching material preferences of education faculty students show differences in terms of gender, whereas others do not. In light of the findings, students’ perception on models show significant differences at the 0.01 level in terms of gender and are favored by female students. Students’ perceptions on film demonstrations show significant differences at the 0.05 level in terms of gender, which is favored by female students. However, perceptions on books and written materials, illustrations, schema and graphics, computer software, PowerPoint demonstrations, and over-head projectors show no significant difference in terms of gender.

According to Table 10, some teaching material preferences of education faculty students show differences in terms of grade level, however, others do not. In light of the findings, students’ perceptions of group work method were evaluated to be below 4.00 points on average in terms of grade level. The perceptions of students show significant differences at the 0.05 level in terms of grade level. According to pairwise comparisons, freshmen have more positive opinions than sophomores. The individual work method has been evaluated to be below 4.00 points on average by all grade levels. The points related to the level of preference of the methods show significant differences at the 0.05 level in terms of grade level.

According to pairwise comparisons, sophomores have more positive opinions than freshmen. Students’ perceptions of brainstorming method are below 4.00 points. The level of preference of the method shows significant differences at the .05 level in terms of grade level. According to pairwise comparisons, juniors have more positive opinions than freshmen. Students’ perceptions of lecturing, question-answer, deductive, inductive, discussion, case study, project, problem-solving, presentation, drama, demonstration, cooperative learning  and  research   methods   show   no   significant difference in terms of grade.

According to Table 11, the findings concerning differences in students’ preferences of teaching materials in terms of grade level are summarized below. The perceptions of students of models of the teaching materials show significant differences at the0.01 level in terms of grade level. According to pairwise comparisons, juniors have more positive opinions than freshmen. Although freshmen evaluated it to be below 4.00 points on average, sophomores and juniors evaluated it to be over  4.00  points  on  the  average.  The  perceptions   of students on books and written materials, illustrations, schema and graphics, film demonstrations, computer software, PowerPoint and over-head projectors show no significant differences in terms of grade level.

 

That lecturing method was evaluated as the most ineffective method is an expected result. The common opinion that lecturing method is ineffective in terms of learning due to students’ being passive during learning and teaching processes, the inability to provide them with the learning environment in which they are able to express their perceptions and insufficient feedback related to their learning level, is also shared by education faculty students. That case study and discussion methods are the most effective methods which may be interpreted as an indicator of students’ desire to be actively involved in learning processes. Conversely, case studies are regarded as an effective method that allows pre-service teachers deal with some difficulties they may encounter within their profession during their inservice training (Åžahin et al., 2010). In style research, memorization, considered to be a part of lecturing method, is more associated with conservative style as it has been expected that, as in traditional schools for a long time, a great deal of information is absorbed and repeated. In other words, a rote learning (memorization) approach will improve conservative style preference (Sternberg, 1997). Lecturing method supports a rote learning approach by its nature of evaluation (Esmer, 2013). However, this approach definitely, does not conform to constructivist teaching programs, carried out in Turkey since 2005. Constructivism, broadly speaking, is based on; (1) the nature of reality (knowledge belongs to the world), (2) the nature of knowledge (knowledge is shaped in human mind), (3) the nature of human (meanings are shared), (4) the nature of science (meanings are shaped thanks to humans’ active participation) (Wilson, 1997; Erdem and Demirel, 2002).

As a reflection of constructivist learning approach, the main alteration in the view of learning- teaching seems to inevitably affect teacher education and teacher training programs in our country (Arslan, 2007). Therefore, it is assumed that the teachers who are trained to be guides in constructivist learning environments are expected to have grown up in a constructivist learning environment themselves. As a result, discussion and case study methods are assumed to be the most popular methods among education faculty students. However, the methods of lecturing, question-answer, group work, deductive and inductive methods, individual work, and project method have been regarded as the least preferred methods.

Although, the most effective material is film demonstrations, it is clear that over-head projector  is  the most ineffective method. To some extent, students find it more effective to see the topics that they will learn through a film scenario; this can be evaluated as a natural result. Films appeal to all senses due to the scenarios, visuality and musical backgrounds, and they also stimulate feelings. Therefore, this highlights the importance of film demonstrations to education (Ä°ÅŸcan, 2011). Films are also considered to help teachers develop teaching skills and deal with the problems they encounter. On the contrary, computer software (CD-VCD) materials are, broadly speaking, effective but not as much as films. It is understood from the research results related to material preferences that the context of the material is as crucial as the material itself. As a result, it is stated that computer software producers should create unique works on the purpose of having the same impression as film producers.

In summary, it is stated that, to students, the most popular and engaging materials are film demonstrations, illustrations and models and, then, schema and graphics, computer software, and PowerPoint presentations. Among the least interesting materials are books and written materials and over-head projectors. Both visual and audio environments involve film machines, animations, television and videos. This sort of learning environment consists of more than one kind of data as they appeal to more than one sense, and therefore they are called multimedia (Akkoyunlu and Yılmaz, 2005). It was shown that pre-service teachers prefer multimedia learning environments. The fact that multimedia learning environments have become prevalent in classroom activities both increases interest among pre-service teachers toward these materials and also requires them to have the necessary knowledge and skills about this kind of educational technologies (Yılmaz, 2007).

In light of the findings, it is possible to state that there is a difference in teaching method preferences by department. According to arithmetic mean, if 4.00 points is taken as a criteria, primary-school teaching students mostly prefer discussion, case study and demonstration methods; Science teaching students mostly prefer individual work, case study, and problem-solving methods; Mathematics teaching students mostly prefer case study, and problem-solving methods; religion culture teaching students mostly prefer discussion, case study, and research methods; Music teaching students mostly prefer individual work, discussion, and case study, research methods; Social studies teaching students mostly prefer discussion and case study methods; English teaching students mostly prefer discussion and case study methods.

The education faculty students’ preferences related to individual work, inductive method, case study, demonstration, and research methods show differences in terms of gender; conversely, question-answer, group work,  deductive   method,    brainstorming,    discussion, project method, problem-solving, presentation, drama, cooperative learning, and research methods show no difference. If the methods for which students have different perceptions are considered, it was seen that female students awarded more points. It is open to question whether this result is based on culture or learning processes as well as gender.

In light of findings related to differences in the perceptions of students in terms of grade level, it has been emphasized that group work, individual work and brainstorming methods show differences, although other methods do not. Group work preference decreases but individual work preference seems to increase while moving to the sophomore level. The average points related to brainstorming method show that the higher the interest, the higher the grade. It appears that when the students move to a higher grade, they tend to prefer methods that allow them to actively participate in the process individually.

Based on the findings mentioned above, it can be said that learning settings in teacher’s training should be structured by taking individual differences into account. Therefore, it can be suggested that academicians in the teacher education field should use different methods and techniques in the courses they teach. Additionally, experimental research should be carried out to examine the effectiveness of learning settings organized in line with individual differences.

The authors have not declared any conflicts of interest.