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Gyeongnam Science High School, Korea(Received February 16, 2008).   10         .          .  Kolb LSI    9  .        . , 10       16%    ,  , . ANOVA ,         .    ,        ,      . ,  ‘ ’   , ‘-’ ‘’   .            . : , ,  ,  ABSTRACT. The purpose of the this study was to analyse cognitive learning styles, relationships between learningstyles and chemistry achievement. Additionally, the relationships between students' learning styles and chemistryachievement score within a subject area, as well as each questions were also discussed. The research investigation wasconducted with 10th-grade girls students. Learning styles were divided into nine categories based on the result of Kolb’sLSI. Results of this study were as follows. First, Distribution of nine-types learning styles on the 10th grade girls studentswas showed that “Accommodators” and “Balanced learner(Balancing)” obtained the highest distribution(16%), followedby “Southerner” and “Easterner”. Using an ANOVA statistical analysis, the researchers reported significant differencesbetween achievement scores and that of learning preference types in the information perceive. Using an Nonparametricstatistical analysis, the researchers reported significant differences between achievement score and that of nine typeslearning styles. “Assimilator” and “Converger” were found to show higher achievement scores, while “Northerner” and“Balancing” were found to show the lowest achievement scores. Second, in respect of subject area, students were goodat answering questions related with “Electrolyte and Ion” unit, while they were poor at answering questions related with“Acid & Base” unit and “Reaction Rate” unit. For the achievement by question types, students showed the high achieve-ment in the questions appropriate for their learning preference types. Keywords: Learning Style, Chemistry Academic Achievement, Learning Preference Type, Question Type

Comparative Analysis of Chemistry Academic Achievement of 10th Grade Students according to Cognitive Learning Styles