رابطة سبک‌های یادگیری با روش‌های تدریس ترجیحی دانش‌آموزان دوره متوسطه شهرستان میبد
محورهای موضوعی : پژوهش در برنامه ریزی درسیبی بی عشرت زمانی 1 , زهرا رعیت رکن آبادی 2 , نرگس سعیدیان 3
1 - استاد رشته تکنولوژی آموزشی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 - دانشجوی کارشناسی ارشد رشته برنامه‌ریزی آموزشی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 - استادیار رشته دکتری مدیریت آموزشی دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
کلید واژه: سبک‌های یادگیری, روش‌های تدریس, دانش‌آموزان دورة متوسطه,
چکیده مقاله :
هدف از این پژوهش، بررسی رابطة سبک‌های یادگیری دانش‌آموزان دوره متوسطه با روش‌های تدریس ترجیحی آنان بود. جامعة آماری پژوهش، شامل 2199 نفر دانش‌آموز دورة متوسطه شهرستان میبد که با استفاده از روش نمونه‌گیری طبقه‌ای متناسب با حجم 325 نفر از آنان به‌عنوان نمونه آماری انتخاب شدند. روش پژوهش، توصیفی از نوع همبستگی است. با استفاده از روش‌های آمار توصیفی و آمار استنباطی (ضریب همبستگی پیرسون، آزمون تحلیل واریانس، آزمون تعقیبی) داده‌ها مورد تجزیه‌وتحلیل قرار گرفت. نتایج به دست آمده نشان داد که بین سبک‌های یادگیری و روش‌های تدریس ترجیحی دیداری، شنیداری، خواندنی - نوشتنی و جنبشی رابطة معنادار وجود داشت ولی بین سبک‌های یادگیری دانش‌آموزان برحسب سن و رشته تحصیلی تفاوت وجود نداشت. مقایسه سبک‌های یادگیری و روش‌های تدریس ترجیحی دانش‌آموزان برحسب جنسیت نشان داد که فقط رابطه سبک یادگیری و روش‌های تدریس ترجیحی شنیداری با جنس معنی‌دار بوده است و میانگین سبک یادگیری و روش تدریس ترجیحی شنیداری دانش‌آموزان دختر بیشتر از دانش‌آموزان پسر بوده است.
The main purpose of this researcgh was to investigate the relation beweeb students’ learning styles and their prefereed teaching methods in Iranian high schools. The statistical population was included all of high schools’ students in Maybod in 90-91 year that 325 students of them were randomly selected as the sample of study. The research method was descriptive and correlative one. . Gathered data was analyzed by using both descriptive statistical method such as using (frequencies, means and standard deviation) and inferential data analysis such as (Pearson correlation coefficients, Analysis of Varience and follow up tests). Findings of this study indicated that there is relation between students learning styles and their preffed teaching style. Findings of the study did not indicate any differences between students’ learning styles according to years and academic majors. Comparing the students’ learning styles and preferred teaching methods according to demographic information indicated that there was only differences between students’ learning styles and their preferred teaching methods according to their genders. Girls’ learning style and preferred teaching method were more audio than boys.
Ahadi, F., Abed Saeedi, J., Arshadi, F., Ghorbani, R. (2010). The learning style of nursing and paramedical students in Semnan University of Medical Sciences. 11(2), 141-147.
Alkhasawneh, I. M., Mayyan, M. T., Docherty, C. 2008. Problem-base learning (PBL): Assessing students learning preferences using VARK: Nurse EducationToday, (28): 1T 572-569.
AlsaFI, W. A. 2010. perceptual learning style preferences of Saudi Meadical MAstudent: A comparison between genders. Athesis submitted for the degree of in applied linguistics.. Department of language and linguistics, university of Essex.
Amini, N. (2011). Studying the Correspondence of Students' Learning Styles and Media Used by Professors in Isfahan University and Isfahan University of Medical Sciences. University of Isfahan, MA thesis.
Azadi, M. (2009). Academic achievement and teaching methods in students with field dependent cognitive styles. Iranian psychologists. 5(18), 119-126.
Baykan, Z., Nacar, M. 2007. Learning Style of First-Year Medical Students Attending Erciyes University in Kayseri,Turkey. Ady Physiol Educ, 31: 158- 160.
Bazrafshan, A. (2010). The study of the relationship between learning styles and academic achievement of high school students in the English language course of Shiraz. Science and research quarterly new methods in educational management, 2(4), 17-30.
Cavanagh J. S. 1995. The assessment of student nurse learning style using the Kolb learning style inventory. Nurse Education Today, (15). P. 177-183.
Claxton, CS. 1998. LearningStyles. Available online: www. ERIC Digest. org.
Curry, L. 1999. Cognitive and learning styles in medical education. Academic Medicine, 74(4): 409-413.
Dianat, A. (2011). Comparison of learning styles and problem-solving methods of male and female students in humanities, basic sciences
and engineering. Islamic Azad University of Marvdasht Branch. New methods in educational management quarterly, 1(2), 77-92.
Fleming, N. D. 2002. VARK help sheets. [Retrieved2002 January 26]. Available fram: http://www. vark-learn. com/helpsheets. htm
Hofstetter, F. T. 1997. Multimedialiteracy. NewYork: McGraw-Hill.
Isman, C. A. Gundogan, N. V. 2009. The influence of digit ratio on the gender difference in learning style preferences. Journal personality and IndividualDifference, (46): 424-427.
Kolb, D. 1985. The Learning Style Inventory: Technical Manual. Boston,MA. Mcber.
Mcleod, M. 2005. They all learn the same don, tthey? An evaluation of the learning style preference of the dairy indusyry. Annnal Conference proceeding.
Meyari, A., Sabouri Kashani, M., Gharib, V., Biglarkhani, M. (2010). Comparison of learning styles of first year and fifth year medical students and its relation with academic achievement. Development steps in medical education, 6(2), 110-118.
Mulalic, A., Shah, P., & Ahmad, F. 2009. Learning style preference of Esl student. Asean Journal of Teaching and learning in ltigher Education, 1(2): 9-17.
Najafi Kaliani, M., Karimi, Sh., Jamshidi, N. (2010). Comparison of learning styles and teaching methods preferences among students of Fasa University of Medical Sciences. Research and science magazine of medical university of Fasa, 12(4), 89-94.
Prashing, B., Help. 2002. My teacher don’t Know my leaning style. Creative learning, (6): 1-2.
Rahman pour, M., Palizban, F., Zamani, A. (2009). Comparison of Students’ Learning Styles of the Faculty of Engineering and Faculty of Humanities of the University of Isfahan based on the Vark Questionnaire. Iranian engineering educational quarterly, 41, 47-67.
Rezaei, K., Kohestani, H., Ganje, F. (2009). Learning style of new students in Arak University of Medical Sciences. Research and science magazine of Arak Medical University, 12(4), 44-51.
Seyf, A. (2003).. (3rd ed). Educational Psychology, Learning and Education Tehran: Agah Publication.
Smith, ES., Riding, R. 1999. Cognitive style and instructional preferences. Instructional Science, 27: 355-371.
Tsmail, A. 2010. Assessment of students learning styles preferencs in the faculty of science. Tishreenuniversity, Syria. Procedia Social and Behavioral sciences, 2: 4080-4091.
Valizade, L., Fathi Azar, A., Zaman Zade, V. (2007). Learning styles of nursing and midwifery students of Tabriz University of Medical Sciences. Iranian magazine on education in medical science, 6(2). 136-140.
Wetzig, SM. 2004. Learning style preferences &learning strategies in intensive care nurse education,University of Queensland,school of Nursing andMidwifery publications,UQ Library. 2004. http: //espace. library. uq. edu/eserv/UQ: 10348/smwetzig. pdfAccessed: aprill 17 2011.
_||_