رابطه سبک‌های یادگیری با روحیه پرسشگری دانشجویان دوره کارشناسی دانشگاه اصفهان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
معصومه حیدرپور
1
(دانشگاه آزاد اسلامی واحد خوراسگان)
محمدرضا نیلی احمدآبادی
2
(دانشگاه اصفهان)
محمدحسین یارمحمدیان
3
(دانشگاه خوراسگان)
کلید واژه: یادگیری, توان پژوهشی, روحیه پرسشگری, سبک های یادگیری کلب, جستجوگری, تفکر انتقادی,
چکیده مقاله :
پژوهش حاضر با هدف برررسی رابطه سبک‌های یادگیری با روحیه پرسشگری دانشجویان کارشناسی دانشگاه اصفهان با استفاده از روش توصیفی ـ پیمایشی انجام شده است. جامعه آماری پژوهش 9183 نفر ازدانشجویان دانشگاه اصفهان بوده که با استفاده از روش نمونه‌گیری طبقه‌ای تصادفی، 376 نفر انتخاب شدند. جمع‌آوری اطلاعات پژوهش با استفاده از دو پرسشنامه سبک یادگیری کلب (1984) و محقق ساخته روحیه پرسشگری انجام شده است. روایی محتوایی و صوری پرسشنامه‌ها مورد تأیید متخصصان قرار گرفت. پایایی پرسشنامه‌ها توسط آلفای کرونباخ برای هر یک از مولفه‌های سبک‌های یادگیری تعیین گردید. برای تجزیه و تحلیل از آمار توصیفی و استنباطی استفاده شد.یافته‌ها نشان داد که بین سبک‌های یادگیری با روحیه پرسشگری ارتباط معناداری وجود دارد. نتایج آزمون خی دو نشان داد که بین سبک‌های یادگیری به تفکیک جنسیت و رشته تحصیلی تفاوت معنادار وجود ندارد. نتایج آزمون من ویتنی نشان داد که تفاوت معنادار بین روحیه پرسشگری دانشجویان به تفکیک جنسیت وجود ندارد. نتایج آزمون کروسکال والیس نشان دادکه بین روحیه پرسشگری دانشجویان رشته‌های مختلف تحصیلی تفاوت وجود دارد.
The present research was done to consider the relationship between learning styles and inquiry spirit of Isfahan undergraduate students. The method of this research was descriptive-survey. The statistical population of this research included 9183 college students of Isfahan University that 376 students were selected by the random stratified random sampling method. To collect data, two kinds of questionnaires were used: Kolb learning style questionnaire (1984) and research made questionnaire of inquiry spirit. The content and face validity of the questionnaires was confirmed experts. The questionnaires reliabilities were determined for each of the learning styles components by Cronbach's alpha. The descriptive and inference statistics were used to analyze. The results showed there is a meaningful relationship between learning styles and in inquiry spirit. The Mann Whitney u test results showed there is not a meaningful difference between the students’ inquiry spirit for separating sex. Kruskal Wallis test results showed there is a difference between the students’ inquiry spirit in different majors.
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