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.
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