مدل یابی معادلات ساختاری رابطه بین یادگیری خودراهبر، سبک‌های یادگیری و راهبردهای یادگیری با پیشرفت تحصیلی درس زبان انگلیسی دانش‌آموزان پیش دانشگاهی مدارس دولتی شهر اصفهان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مجید شریفی قورتانی
1
(1کارشناس ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران)
محمدعلی نادی
2
(2دانشیار، مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران)
کلید واژه: پیشرفت تحصیلی, راهبردهای یادگیری, یادگیری خودراهبر, مدل معادلات ساختاری, سبک‌های یادگیری,
چکیده مقاله :
این پژوهش با هدف مدل یابی معادلات ساختاری رابطه بین یادگیری خودراهبر، سبک‌های یادگیری و راهبردهای یادگیری با پیشرفت تحصیلی درس زبان انگلیسی دانش آموزان پیش دانشگاهی مدارس دولتی شهر اصفهان به اجرا درآمد. روش آن توصیفی از نوع علّی ـ همبستگی بود. با روش نمونه گیری تصادفی طبقه ای، حجم نمونه370 نفر (168پسر و 202 دختر) انتخاب شدند. ابزار پژوهش پرسشنامه‌های یادگیری خودراهبر، سبک‌های یادگیری و راهبردهای یادگیری بودند. پس از جمع‌آوری داده‌ها برای تحلیل، درسطح آمار استنباطی از نرم افزارSPSS نسخه 18 ، ماتریس همبستگی و برای تعیین برازش مدل علّی، از نرم افزار ایموس استفاده شد. یافته ها نشان داد که سبک های یادگیری و راهبردهای یادگیری با پیشرفت تحصیلی رابطه دارد. مدل طراحی شده در پژوهش براساس الگوی معادلات ساختاری برازش گردید و شاخص برازش تطبیقی (CFI) 937/.، شاخص برازندگی تطبیقی مقتصد (PCFI) 711/. و جذر واریانس خطای تقریب (RMSEA) 067/0 به دست آمد که نشان داد مدل دارای برازش خوبی بوده است. یافته های مدل معادلات ساختاری در پژوهش نشان داد که یادگیری خودراهبر و سبک های یادگیری به طور مستقیم و غیر مستقیم و راهبردهای یادگیری فقط به طور مستقیم بر پیشرفت تحصیلی تأثیر دارند. راهبردهای یادگیری بیشترین تأثیر را بر پیشرفت تحصیلی دارد
The purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research was causal-correlation. 370 students were selected by stratified random sampling (168 boys and 202 girls). The research instruments were self- directed learning, learning styles, and learning strategies questionnaires. By Spss 18, correlation matrix was used to analyze data, and AMOS was used to determine the goodness-of fit of causal model. The results showed that there is a relationship between learning styles, learning strategies and educational achievement. The designed model in the research was goodness-of fit based on structural equation models. The indicators were obtained: CFI= 0.937, PCFI =0.711, and RMSEA=0.067. They showed that the model had goodness-of fit. The findings of the structural equation model in research showed self-directed learning and learning styles affected directly and indirectly on the educational achievement but learning strategy effected directly on educational achievement. Learning strategies have the most influence on the educational achievement.
Abadi B. (2007). Examine the relationship between learning styles and academic achievement on students of
Shiraz University and attitude toward the future. MS Thesis, Education Science and Psychology Shiraz
[Persian].
Abd-al-Fattah S. (2010). Garrison,s model of self-directed Learning periliminary validiation and relationship
to academic achievement. The Spanish Journal of Psychology, 2. pp 586-596.
Ashour Jhaish M. (2010). The relationship among learning Styles, language learning strategies and the
academic achievement among the English majors at AL-Aqsa university. MSC Thesis, Gaza.
Atkinson S, (2004). A comparison of the relationship between creativity, learning style preference and
achievement at GCSE and degree level in the context of design and technology Project work. DATA
International Research Conference Creativity and Innovation. Sunderl and university, England, pp 1-8.
Behroozi N, Shaghabi M, Mehrabizadeh M, Maktabi GH. (2013). Examine the relationship between self-
directed learning with academic performance and satisfaction of lives among students. Journal of
Educational Science martyr Chamran University, 1. pp 155-170[ Persian].
Carson EH. (2012). self-directed learning and academic achievement in secondary online students. Doctora
Thesis. Tenessee, Chattanooga.
Cesur MO, Fer S. (2011). A model explaining relationship between strategies, learning styles and success in
reading comprehension. Journal of Education, 41. pp 83-93.
Erfani Adab A, Mesrabadi J, Zavvar T. (2013). Effectiveness of learning strategy training on academic
achievement: meta-analysis research with emphasizing on the role of moderating gender. Journal
Measurement, 11. pp 1-31[ Persian].
Farajollahi M, Najafi H, Nosrati Hashy K, Najafian S. (2013). Relationship between learning styles with
Students academic achievement . Strategies of Medical Education, 20. pp 84-88
[ Persian].
Fisher M, king J, Tague G. (2001). Developing of a self-directed Learning readiness scale for
nursing education. Nurse Education Today, 21. pp 516-525.
Ghanaie A. Mohammad zadeh Ghasr A, Pakmehr H & Hajjar A. (2014). Identification of learning styles: Curriculumm planning review of technical and vocational educational system. Research in Curriculum. 14. pp 1-11.[ Persian]
Gifeng E RD, WuFeng W. (2011). Relationships among self-directed Learning, learning styles, learning
strategies and learning achievement for students of Technology university in Taiwan by using structural
equation models. Recent Research in Educational Technologies, 7. pp 67-72.
Haj Hosseini M., Akhavan Tafti M. (2007). Investigate the relationship between learning strategies with
academic achievement among high school students. Research in Educational Science and psychology, 2. Pp
73-90 [Persian].
Kadivar P. (2002). Educational Psychology. Tehran: SAMT, 324 page[ Persian].
Matseke PM. (2011). The influence of learning strategies learner's self-efficacy and academic
achievement. MS Thesis. South Africa.
Nadi MA, Sajadian E. (2006). Standardization of measurement of self-directed learning, among girls students
of high schools in Isfahan city. Journal of Educational Innovations, 18. pp 111-134
[ Persian].
Obralik N, Akbarov A. (2012). Students preferences on perceptual learning style. Acta Didactica Napocensia
, 3. pp 31-42.
Oxford R L. (1995). Gender differences in language learning style: what do they learn? Available
from: www. Springer/journals]Accessed 30 Maech 2014].
Oxford RL. (1990). Language Learning Strategies: What every teacher should know. Available from: http: //
www. amazon.co.uk[Accessed 30 Maech 2014].
Peirce W. (2000). Understanding students, difficulties in reasoning, part two: The perspective
from research in learning styles and cognitive styles. Available from: http: //www.academic.
pg.cc.md.us/[Accessed 2 May 2014].
Pourhossein Gilakjani A.(2012). Visual, auditory, kinaesthetic. learning styles and their impacts on English
language teaching. Journal of Studies in Education,1. pp 104-111.
Rahmani J, Azali M. (2012). Relationship between learning styles and academic achievement of girls
students Isfahan. Research in Curriculum 6. pp 131-140[ Persian]
Reid JM. (1995). The learning style preferences of ESL students. TESOL Quarterly, 1. pp 87-99.
Safavi M, Shushtarizadeh SH, Mahmoodi M, Yarmohammadian MH. (2010). Self-directed learning readiness
and learning Styles among the nursing students of Isfahan University of Medical Sciences. Iranian Journal
of Medical Education, 1 2. pp 7-36
[ Persian].
Samadi M. (2012). The Relationship Motivational orientations and learning strategies in explaining academic
achievement. Journal Strategies Education, 2. pp 105-111[ Persian].
Shemshadi A. (2002). Relationship between learning styles with learning strategies among English language
learners. Journal of Daneshvar,42. pp 87-96[ Persian].
Shih CC, Gamon J. (2003). Students learning styles, motivation, learning strategies and achievement in based
course. Available from: http: //iccel.wfu.edu.journals ]Accessed 30 March 2014].
Shirdel KH, Mirzaeeyan B, Hasanzadeh R. (2013). Relationship between self-regulated learning strategies
and achievement motivation of high school students education. Research on Planning, 9. pp 99-112
[Persian].
Zainol Abidin MJ, Rezaee AA, Abdollah HN, Singh KKM. (2011). Learning styles and overall
academic achievement in a specific educational system. Intenational Jaurnal of Humanities and Social
Science, 10. pp 145-152.
Zare H, Saeed N, Musapur N, Sarmadi MR, Hormuzi M. (2010). Relationship between self-directed learning
readiness of virtual learning students with learning achievement. Journal of Higher Education, 3. pp 29-39 [ Persian