فراتحلیل روابط انواع سبکهای یادگیری با پیشرفت تحصیلی فراگیران
محورهای موضوعی : یادگیری
1 - گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور
کلید واژه: پیشرفت تحصیلی, فراتحلیل, سبکهای یادگیری,
چکیده مقاله :
یکی از ویژگی‌های فردی فراگیران که بر اثربخش بودن غالب مداخله‌های آموزشی تأثیر می‌گذارد، سبک یادگیری فراگیران است. سبکهای یادگیری یکی از حوزه‌های پژوهشی مورد توجه در علوم رفتاری است؛ از این‌رو به دلیل حجم فزآینده تحقیقات حوزه سبکهای یادگیری انجام پژوهش‌های ترکیبی در این حوزه ضرورت است. این پژوهش به روش فراتحلیل با هدف ترکیب عددی نتایج کمّی پژوهش‌های این حوزه انجام شد. جامعه آماری کلیه مقالات و پایان‌نامه‌های تحصیلات تکمیلی حوزه رابطه سبکهای یادگیری با شاخص‌های پیشرفت تحصیلی داخل کشور بین سال 1371 تا سال 1401 است. از 189 مطالعه اولیه 98 مورد بر اساس ملاک‌های ورود و خروج وارد فراتحلیل شدند و در مجموع 384 اندازه اثر از این تعداد مطالعات به دست آمد نتایج نشان داد اندازه اثر ترکیبی سبکهای یادگیری بر روی شاخص‌های پیشرفت تحصیلی برای مدل اثرات تثبیت‌شده برابر با 186/0 و برای مدل اثرات تصادفی برابر با 195/0 است که هر دو این اندازه‌های اثر ازلحاظ آماری معنادار هستند.. تحلیل‌های بعدی نشان داد مقدار اندازه اثر در سبکهای مختلف یادگیری متفاوت است. بیشترین اندازه اثر مربوط به نیمرخ سبکهای جکسون هست و کمترین اندازه اثر مربوط به سبکهای فلمینگ با شاخص‌های پیشرفت تحصیلی می‌باشند. تلویحات این فراتحلیل تاثیر نسبتا پائین سبکهای یادگیری بر پیشرفت تحصیلی را نشان می دهد و بر لزوم بررسی نقش متغیرهای میانجی در روابط بین این دو متغیر را تأکید می کند.
Research shows that one of the individual characteristics of learners that affects the educational interventions effectiveness is the learning style of learners. Learning styles is one of the interesting research fields in behavioral sciences; Therefore, due to the increasing amount of research in the learning styles field, it is necessary to conduct combined research in this field. This research was carried out by the meta-analysis method with the aim of numerically combining the quantitative results of researches in this field. The research population is all post-graduate theses and articles in the field of the relationship between learning styles and academic achievement indicators in the country between 1371 and 1401 years. From the initial 189 studies, 98 cases were included in the meta-analysis based on the inclusion and exclusion criteria, and 384 effect sizes were obtained from these studies. The results showed that the summary effect size of learning styles with academic achievement was .19, although subsequent analyzes showed that the effect size is different in learning styles various. The largest effect size is related to Jackson's style profile and the smallest effect size is related to Fleming's styles with academic achievement indicators. The implications of this meta-analysis show the relatively low impact of learning styles on academic achievement and emphasize the need to investigate the role of mediating variables in the relationship between these two variables.
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