بررسي رابطه سبك هاي يادگيري با عملكرد تحصيلي، جنسيت و رشته تحصيلي

The investigation of the relationship between learning styles with academic performance, gender and academic major among high school students of Dezful

هدف پژوهش حاضر بررسي رابطه سبك هاي يادگيري با عملكرد تحصيلي، جنسيت و رشته تحصيلي دانش-آموزان مقطع متوسطه شهرستان دزفول است. اين پژوهش از نوع روش استفاده گرديده است. چهار سبك يادگيري همگرا، واگرا، جذب كننده و انطباق يابنده مورد بررسي قرار گرفتند. بدين منظور تعداد 390 نفر دانش آموز دختر و پسر به روش خوشه اي چندمرحله اي انتخاب و به پرسشنامه مربوط پاسخ دادند. در اين پژوهش به منظور بررسي سبك يادگيري از پرسشنامه سبك هاي يادگيري كلب (1984) و براي ارزيابي عملكرد تحصيلي از معدل دانش آموزان استفاده شد. نتايج به دست آمده نشان داد كه بين سبك هاي يادگيري و عملكرد تحصيلي رابطه اي وجود ندارد. همچنين بين دو جنس از نظر سبك هاي يادگيري تفاوت معناداري وجود نداشت. اما بين سبك هاي يادگيري و رشته تحصيلي دانش آموزان رابطه معني داري به دست آمد (05/0p?).

The aim of this study was to investigate the relationship between learning styles and academic performance, gender and academic major of high school students in Dezfool. This study was conducted based on correlation design. Four learning styles include divergent, convergent, assimilator, and accommodator were assessed. A number of 390 students (male and female) were chosen by stratified cluster sampling method. Kolb’s Learning Style Inventory (1984) was used to evaluate learning style. To evaluate the academic performance, the students’ average scores were used. Results showed that there were no significant relationships between learning styles and academic performance. Additionally, it indicated that there was no deference between girls and boys in learning styles. Furthermore, there were significant relationships between learning styles and academic major of students.