مقایسه هنجار استراتژی‌های مطالعه و یادگیری (LASSI) و رابطه آن با پیشرفت تحصیلی دانشجویان
محورهای موضوعی : مدیریت نوآوری های آموزشی
1 - عضو هیات علمی
2 - عضو هیات علمی
کلید واژه: پیشرفت تحصیلی, واژه‌های کلیدی: هنجار, راهبردهای مطالعه و یادگیری,
چکیده مقاله :
چکیده: استراتژی‌های یادگیری یک موضوع مهمی است که توجه بسیاری از محققان را در دهههای اخیر به خود جلب کرده است. به این ترتیب این تحقیق نیز با هدف مقایسه هنجار استراتژی‌های مطالعه و یادگیری (LASSI) و بررسی رابطه آن با پیشرفت تحصیلی دانشجویان انجام شده است.نوع تحقیق همبستگی و جامعهی آماری پژوهش کلیه دانشجویان دانشگاه آزاد اسلامی مازندران و حجم نمونه بر اساس فرمول نسبت 386 نفر بهصورت تصادفی طبقه‌ای انتخاب شدند. مؤلفه‌های اصلی استراتژی‌های مطالعه و یادگیری با استفاده از پرسشنامه استاندارد شده استراتژی‌های مطالعه و یادگیری (LASSI)مورد اندازه‌گیری قرار گرفت. با استفاده از آزمون همبستگی پیرسون، رابطه سه مؤلفه اصلی مهارت، اشتیاق و خودنظم‌دهی باپیشرفت تحصیلی (معدل کل ترم دانشجویان) مورد بررسی قرار گرفت و با استفاده از تحلیل واریانس و آزمون تعقیبی توکی مؤلفه‌های اصلی استراتژی‌های مطالعه و یادگیری در گروه‌های مختلف آموزشی مورد مقایسه قرار گرفت. یافته‌ها حاکی از آن است که هر سه مؤلفه اصلی استراتژی‌های مطالعه و یادگیری با پیشرفت تحصیلی رابطه معنی‌داری داشتند و سه مؤلفه اصلی استراتژی‌های مطالعه و یادگیری در بین گروه‌های مختلف آموزشی دانشجویان متفاوت بودند و نیمرخ استراتژی‌های مطالعه و یادگیری دانشجویان دختر و پسر در چندین حیطه متفاوت بودند، همچنین نیمرخ استراتژی‌های مطالعه و یادگیری دانشجویان با جدول نمونه هنجاری دانشجویان آمریکایی تفاوت‌های قابل ملاحظه‌ای دارند.
Abstract Learning strategies have been the focus of much attention during the last decades. This research has been done to study the relationship between learning and study strategies and academic achievement of students of Islamic Azad University (IAU) in Mazandaran province. Correlation was the method of the research and the population included all students studying in different branches of IAU in Mazandaran province. The sample consisted of 386 students who were selected using random sampling method. The main components of learning and study strategies were measured through the standard learning and study strategies inventory (LASSI). Through Pearson correlation, the relation between three main components of skill, will and self regulating with academic achievement (grade point average) were investigated. ANOVA and Tukey's tests were used to determine the effect of field of study on three main components of learning and study strategies. The findings revealed that there were statistically significant relationship between all three components of learning and study strategies with students’ academic achievement. Also, there were statistically significant differences between students based on field of study. Moreover, there were differences between profile of learning and study strategies of female and male students and also there was a considerable difference between profile of learning and study strategies of IAU students in Mazandaran province in Iran and the norm of American students.
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