This study aimed to investigate the effect of learning styles on tenth grade Turkish students’ biology achievement. In order to investigate the specified purpose of the study, 980 tenth grade students were administered the Turkish version of the Learning Style Inventory and a Biology Achievement Test. Oneway analysis of variance indicated statistically significant mean differences across learning styles with respect to biology achievement. The results of the study revealed that majority of high school students had the assimilating type learning style. Assimilator students were found to be more successful than accommodators, divergers, and convergers.

Keywords: Learning styles, biology achievement, high school students