هدف البحث تعرف مستوى امتلاك استراتيجيات التعلم لدى طلبة كلية العلوم التربوية،
فضلاً عن معرفة الفروق في مستوى هذه الاستراتيجيات وفقاً لمتغيري الجنس
و مستوى التحصيل، و معرفة العلاقة بين مستوى امتلاك استراتيجيات التعلم و مستوى
التحصيل الأكاديمي لديهم. بلغ حجم العينة (85) طالباً و طالبة، طبقت عليهم استبانة
استراتيجيات التعلم التي أعدها في الأصل آربور، (Arbor1989) ، و المعربة من قبل
باعباد و مرعي (1996) ، و تأكد الباحث من صدقها و ثباتها. و أشارت النتائج إلى
مستوى متوسط لاستراتيجيات التعلم، و أن هناك فروقاً ذات دلالة إحصائية في مستوى
امتلاك استراتيجيات التعلم وفقاً لمستوى التحصيل (عالٍ، متدنٍ) على بعد استراتيجيات
الدافعية للتعلم، و لصالح مستوى التحصيل العالي، و لم تظهر النتائج فروقاً بين الجنسين
في مستوى هذه الاستراتيجيات، و بينت النتائج وجود علاقة ارتباطية موجبة ذات دلالة
إحصائية بين بعد استراتيجيات الدافعية للتعلم و التحصيل الأكاديمي. في حين لم تكن
العلاقة على الأبعاد الأخرى دالة إحصائياً.
The present study aimed to investigate the relationship between learning
strategies and Academic achievement as well as to explore the differences in the
level of these strategies due to gender and student’s academic achievement level.
Sample of the research consisted of (85) male and female students. Learning
strategies questionnaire of Arbor (1989) which was translated into Arabic by BaAbad
and Mari” (1996) was used.Results of the research indicated that there was
an intermediate level for using learning strategies among the sample, with a sign
of decreased level in the strategies of learning resources. Also there were no
statistically significant differences related to gender of students in the academic
achievement although there was significant positive correlation between
academic achievement and motivation strategies for learning, but not
significantly correlated with the other dimension.
References used
Arbor. A. (1989). "Motivated strategies for Learning Questionnaire: National center for Research to Improve Post Secondary Teaching and Learning, school of Education. The University of Michigan. Michigan, U. S
Brown, W.F. & Holtzman, W.H. (1967) Survey of study habits and attitudes manual (revised). New York: The psychological Corporation
This research aim to recognize relationship between learning
strategies and Identity Styles at college education students, and
known differences of means on learning strategies and Identity
Styles scales according to type variable: sex and Specialization.
The study aims to explore the viewpoint of Irbid Private University’s students about
time management, including planning, organizing, directing and supervising, and its
impact on their academic achievement. This study also aims to identify personal
This research aim to recognize relationship between stresses
and Self-efficacy at college education students in Albaath
university, It also aimed to recognizing the levels of self-efficacy
and life stresses at them, and known differences of means
The Current research aims to identify the nature of the relationship
between Adjustment with the university environment and its
relationship psychological stress. Differences between the average
scores of the members of the research sample are defined as
variables: specialization, gender and academic year.
Many studies have shown that language learning strategies play a key role in the process of learning a language. With the recent great emphasis on learners autonomy much attention has been attracted to the strategies that learners invest when learning a language.