بررسی مقایسه‌ای راهبردهای یادگیری، سبک‌های یادگیری و رویکردهای مطالعه در بین داوطلبان کنکور تجربی، انسانی و ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشگاه اراک، اراک، ایران

2 استادیار، گروه علوم تربیتی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران

3 مربی، دانش آموخته کارشناسی ارشد، دانشگاه آزاد اسلامی، الیگودرز، ایران

10.22034/emes.2023.540276.2313

چکیده

هدف: مقایسه راهبردهای یادگیری، سبک های یادگیری و رویکردهای مطالعه در داوطلبان کنکوری (تجربی، ریاضی، انسانی) بود
روش پژوهش: توصیفی از نوع علی-‌ مقایسه‌ای بودجامعه آماری کلیه داوطلبان کنکور در الیگودرز در سال حصیلی 400-1399 بود که از طریق روش نمونه‌گیری در دسترس تعداد 210نفر در سه گروه انتخاب شد.ابزارهای جمع آوری داده ها پرسشنامه های 1 )راهبردهای انگیزشی پنتریج و همکاران(1991)،2) سبک یادگیری کلب(1971)و 3) رویکردهای مطالعه مارتن و سلجو(2000) بود. جهت تحلیل داده ها از آزمون های t  مستقل و تحلیل واریانس تک راهه و چند متغیره استفاده شد.
یافته‌ها:یافته ها نشان داد که سبک های یادگیری، راهبردهای یادگیری و رویکردهای مطالعه در داوطلبان هر سه گروه تفاوت دارد. نتایج تحلیل واریانس اثرات گروه و راهبردهای یاد گیری نشان داد متغیر گروه مرور ذهنی با 07/64 واریانس بیشترین مجذور ایتا و متغیر گروه تفکر انتقادی با 1/0 کمترین را دارد و راهبردها، سبک ها و رویکردهای مطالعه هر سه گروه به طور مستقل و جفتی،دو به دو بررسی شد که تفاوت وجود داشت. داوطلبان تجربی،ریاضی با انسانی در رویکرد سطحی تفاوت داشته و گروه تجربی و ریاضی در رویکرد سطحی نسبت به گروه انسانی پایین تر بودند(05/0p<). گروه تجربی با ریاضی در رویکرد سطحی تفاوت ندارند(05/0< p)
نتیجه‌گیری: نتایج نشان داد که داوطلبان تجربی با انسانی در مرور ذهنی تفاوت دارند و گروه انسانی در مرور ذهنی نسبت به گروه تجربی بالاتر بودند.داوطلبان تجربی و ریاضی با انسانی در سبک یادگیری همگرا و جذب تفاوت دارند و گروه تجربی و ریاضی در سبک یادگیری همگرا و جذب نسبت به گروه انسانی بالاتر بودند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparative Study of Learning Strategies, Learning Styles and Study Approaches Amon High School Students Experimental, Mathematical, Human

نویسندگان [English]

  • Bahman Yasbolaghi 1
  • Khalil Ghaffari 2
  • Zeinab Rahimi 3
1 Assistance Proffoser ,Arak University, Arak, Iran
2 Assistance Proffsoer, Azadd University,Garmsar, Iran
3 Student, Azad University, Aligudarz, Iran
چکیده [English]

Objective: The purpose of this study is a comparative study of learning strategies, learning styles and study approaches among high school students (experimental, mathematical, human). Aligudarz is done
Methods: The statistical sample consisted of 240 students from three groups (80 humanities, 80 experimental students, 80 mathematics students) were determined by the available method. The research tools were Pantridge et al.'s Motivational Strategies Questionnaire, the Club Learning Style Questionnaire, and the Martin and Seljo Study Approaches and Skills Questionnaire. Data were analyzed using t-test for independent groups and one-way and multivariate analysis of variance (MANOVA ANOVA) using SPSS software.  
Results: The overall results showed that learning styles, learning strategies and study approaches are different among the volunteers of all three groups. The results of multivariate analysis of variance of group effects and learning strategies showed that the mental review group variable with 64.07% had the highest ETA square and the critical thinking group variable had the lowest ETA square with 0.1% and divergent group with 0.06 in learning styles. 77% highest and convergent group with 32% lowest ETA radar and variable depth approach group with 64% highest and variable approach group with 51% lowest
Conclusion: ETA radar and in fact study strategies, styles and approaches between groups independently and in pairs It was found that there was a difference.

کلیدواژه‌ها [English]

  • Keywords: learning styles
  • entrance exam
  • causal method
  • comparative method
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