[01] Zahra Alizadeh, Department of Educational Sciences, Payame Noor University, Iran. [02] Farhad Heidari, Department of Educational Sciences, Gilan-E-Gharb Branch, Islamic Azad University, Gilan-E-Gharb, Iran.

The purpose of this study is to investigate the relationship between learning styles and educational achievement of the elementary school students in the city of Gilan-e-Gharb. The research is performed through descriptive method with a correlation design, which follows a functional purpose. The statistical population consists of all the elementary school students in Gilan-e-Gharb city in 2014, which 265 subjects were randomly selected as the statistical sample due to Krejcie's and Morgan's Table. Learning styles questionnaire of Kolb (1985) and the students' average of the previous semester (January, 2014) as a measure for assessing educational achievement is used to assess the students' learning styles. In this study, Cronbach's alpha coefficient for Kolb's learning styles test was estimated 0.890. Descriptive statistics and inferential statistics including Kolmogorov-Smirnov test, correlation and regression coefficients were performed using software SPSS 21 to analyze data. The findings showed that there is not a significant relationship between convergent learning style (r=-0.381 & p=0.651) and assimilating learning style (r=-0.412 & p= 0.780) with educational achievement. But, there is a significant relationship between divergent learning style (r=-0.329 & p= 0.000) and adapting learning style (r=-0.451 & p= 0.003) and educational achievement of the elementary school students in Gilan-e-Gharb city. The results of regression analysis revealed that 18 percent of learning styles can predict the variance of the students' educational achievement.

Learning Styles, Educational Achievement, Elementary School Students

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