بررسي و مقايسه سبك هاي يادگيري مبتني بر خلق و خو در دانش آموزان داراي نارسايي بينايي و دانش آموزان بدون نارسايي بينايي

A comparison on temperament-based learning styles among students with and without visual impairments

Abstract The investigation of temperament-based learning styles is significant as one important source of changeability and prediction of educational achievement and clarification of individual behavior in the social environment. Research on learning styles, for people with specific requirements is beneficial. By knowing and noticing temperament-based learning styles and their effects on the behavior and educational activities, those in charge become aware of the significance of essential supporting measures accordingly and will pave the ground for the advancement of people by providing the facilities, appropriate for individual learning styles. Hence, the present study has investigated and compared temperament-based learning styles of students with and without visual impairment in accordance with Oakland, Glutting and Hortonʹs (1996) theory. For this purpose, 196 male and female high school students with and without visual impairment (89 and 107 respectively) were chosen as participants. In this study, the studentʹs styles questionnaire (SSQ)was used. Results indicated that students with visual impairment tended to score higher on extraverted, practical, thinking and organized styles and students without visual impairment tended to score higher on introverted, intuitive, feeling and flexible styles. The origins of these differences could lie in differenes in