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Register a new userInstructional Strategies and Its Relationship with Learning Orientation and Mental Focus for Students of Tishreen University A Field Study
استراتيجيات التدريس و علاقتها بالتوجه نحو التعلم و التركيز العقلي لدى طلبة جامعة تشرين - دراسة ميدانية
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Tishreen University ورقة بحثية
Publication date
2018
fields
Education
and research's language is
العربية
Authors
روعة عارف جناد( باحث )
Created by
Shamra Editor
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هدف البحث الحالي إلى تحديد مستوى التوجه نحو التعلم و التركيز العقلي لدى طلبة جامعة تشرين، كما هدف إلى تعرّف مدى تأثر التوجه نحو التعلم و التركيز العقلي بمتغيرات الجنس و الاختصاص و استراتيجيات التدريس التي يفضلها الطلبة. تألفت عينة البحث من (672) طالباً و طالبة من طلبة جامعة تشرين المسجلين في العام الدراسي (2016 - 2017)، و تمّ اعتماد المنهج الوصفي، و استخدام مقياسين اثنين. هذا، و خلُص البحث إلى النتائج الآتية: استراتيجيات التدريس الأكثر تفضيلاً من قبل أفراد عينة البحث هي الاستراتيجيات التفاعلية حيث فضل هذه الاستراتيجيات (57.4%) من مجموع أفراد عينة البحث. هذا و يتأثر التوجه نحو التعلم باستراتيجيات التدريس؛ إذ أكد البحث الحالي أنّ الطلبة الذين يفضلون استراتيجيات التدريس التفاعلية يتفوقون على باقي الطلبة في التوجه نحو التعلم. حصل طلبة جامعة تشرين على متوسط يشكل (77.46%) من الدرجة العظمى المخصصة لمقياس التوجه نحو التعلم؛ أي أنّهم يتمتعون بمستوى جيد جداً من التوجه نحو التعلم؛ بينما حصلوا على متوسط شكّل (57.98%) من الدرجة العظمى المخصصة لمقياس التركيز العقلي؛ أي أنّ طلبة جامعة تشرين يتمتعون بمستوى مقبول من التركيز العقلي. لا يوجد فرق ذو دلالة إحصائية بين متوسطي درجات (الذكور و الإناث) على مقياس التوجه نحو التعلم؛ في حين يوجد فرق ذو دلالة إحصائية بين متوسطي درجات (الذكور و الإناث) على مقياس التركيز العقلي، و لصالح الذكور؛ أي أنّ ذكور و إناث طلبة جامعة تشرين متساوون في التوجه نحو التعلم؛ لكن بالمقابل يتفوق الذكور على الإناث في التركيز العقلي. قدّم البحث - في ضوء النتائج - مجموعة من المقترحات، أهمها الاستمرار في البحث عن المتغيرات التي تزيد من التوجه نحو التعلم و التركيز العقلي.
The purpose of this study was to determine the level of Learning Orientation and Mental Focus for students of Tishreen University. This study also aimed at investigating affection of many variables on students` Learning Orientation and Mental Focussuch as instructional strategies, gender and specialization. Sample consisted of (672) students from Tishreen University in academic year (2016-2017). The Results Of This Study Showed: The most preferred strategies by students are interactive Strategies; (57.4%) of students prefer to learn by using of interactive strategies. Students of Tishreen University have a very good level of Learning Orientation (77.46%) and Acceptable level of Mental Focus (57.98%). There is no a statistical difference between students` mean scores on scale of Learning Orientation contributed to gender variable, but There is a statistical difference between students` mean scores on scale of Mental Focus contributed to gender variable. This difference is in favor of males. Learning Orientation are affected by Instructional Strategies; the students who prefer interactive strategies have mental focus more than students who prefer show strategies. The study recommended to continue in investigating for variables that increase with Learning Orientation and Mental Focus.
References used
BOKEOGLUE, OMAY.Testing Factor Structure of California Measure of Mental Motivation Scale in Turkish primary School Students and Examining its Relation to Academic Achievement. World Applied Sciences Journal. Vol. (4). No.(1),(2008) Pp.[94- 99]
CARPENTER,JASON M. Effective Teaching Methods for Large Class. Journal of Family & Consumer Sciences Education. Vol. (24), No. (2).(2006). pp[13-23]
HAAS,MATTHEW S. The Influence of Teaching Methods on Student Achievement on Virginia’s End of Course Standards of Learning Test for Algebra I. Dissertation of Doctor of Education. USA: Virginia Polytechnic Institute and State University, (2002)
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