اسم المؤلف:
سارة رحمان عودة السلطاني
اسم المشرف:
رحيم عبد الله الزبيدي
المستخلص:
يهدف البحث الحالي التعرف على : 1 - اساليب التعلم(التباعدي، الاستيعابي، التقاربي، التكيفي) لدى طلبة المرحلة الاعدادية.2 - الفرق في اساليب التعلم تبعا لمتغير النوع (ذكور - اناث).3 - الفرق في اساليب التعلم تبعا لمتغير التخصص(علمي - ادبي).4 - الفرق في اساليب التعلم | Research objectives : - The current research aims to identify : - 1 - learning methods (divergent, inclusive, convergent, adaptive) students at the preparatory stage2 - The difference in learning styles depending on the variable type (Zkor - females)3 - The difference in learning styles depending on the variable specialization (literary, scientific)4 - The difference in learning styles depending on the variable superiority (Mtvoukon - ordinary)5 - Future Memory (self, environmental) students at the preparatory stage6 - differences in future memory (self) depending on the variables : type (males - females), specialization (literary, scientific), excellence (Mtvoukon - ordinary)7 - differences in future memory (environmental) depending on the variables : type (males - females), specialization (literary, scientific), excellence (Mtvoukon - ordinary)8 - The difference in the future of memory (self) depending on the learning styles (divergent, inclusive, convergent, adaptive) students at the preparatory stage9 - The difference in future memory (environmental) according to the methods of learning (divergent, inclusive, convergent, adaptive) students at the preparatory stage10 - The relationship between relational learning and memory techniques future students at the intermediate stage (outstanding and ordinary)The current research is determined by the students of the preparatory stage | morning study (outstanding and ordinary) to the province of Baghdad, for each of the breeding Karkh Directorate of the first and second breeding Karkh Directorate and both sexes (male and female) and the two branches of scientific and literary academic year 2014 - 2015m.Total sample (400) students by (25) a student or student having been chosen randomly Statistics distributed in accordance with the variable of specialization and type of study for each of my upbringing Karkh first Karkh second to achieve the objectives of the research adopted a researcher Scale (learning) to Kolb (Kolb methods, 2007) and expressed by (Saadawi.2014), consisting of four methods are (divergent, inclusive, convergent, adaptive), As for the scale of future memory has the researcher constructed so as to lack of scale that fits the Iraqi environment and society Current search so the researcher to build scale future memory based on "the Mac Daniel Weinstein definition 2007 (Mc Daniel & Einstein Prospective Memory2007 and after collection and processing of information and extract the psychometric properties of validity and reliability of the two measures indicators as the value of the list of the correlation coefficient (0.86) The stability and future of memory in general factor of (0 0.83), and used researcher appropriate statistical methods to achieve the objectives of the research, including Pearson correlation coefficient, and the equation Spearman Brown, and Chi - square, and the test samples t to sample one, and equation Alvakronbach, and test one - way analysis of variance, the coefficient of bulleted bilateral link (Point Baacyrial) in the extraction of its search results.The current research has emerged the results are : - 1 - learning methods varied between the respondents as they have used all methods but with varying levels we find that the divergent method is the highest among the duplicates and% of 38%, then the asymptotic method of percentage of 29% and inclusive method of percentage of 75%, and finally the adaptive method of percentage of 56%.2 - There is no difference with statistically significant differences in learning styles depending on the variable type (male, female) and was Kay square value calculated (5.01) at the level of significance (0.05) and the degree of freedom (3) which is smaller than the value of Chi - square tabular adult (7.81).3 - There is no difference with statistically significant differences in learning styles depending on the variable specialization (scientific, literary) as the value of the calculated Chi - square (2.94) at the level of significance (0.05) and the degree of freedom ((3, the smallest of the value of Chi - square tabular amounting to (37.81).4 - There is no statistically significant difference in learning styles depending on the variable superiority (superior, ordinary) as she was Kay square value calculated (0.44) at the level of significance (0.05) and the degree of freedom ((3 smaller than the value of Chi - square tabular adult (7.81).5 - no difference statistically significant for the future scale memory (environmental, self - ) with middle school students6 - test after using the gimmick triple contrast to identify the differences in future field memory (self) for each of the kind (male, female) and specialization (scientific, literary) and excellence (superior, ordinary) found that : - A) variable - type non - statistically significant(B) variable is statistically significant SpecializationC variable statistically significant superiority(D) the interaction between the variables is statistically significant7 - After using the test gimmick triple contrast to identify the differences in future field memory (environmental) for each of the kind (male, female) and specialization (scientific, literary) and excellence (superior, ordinary) found that : - A) variable type is not statistically significantB) variable is statistically significant Specialization C) variable statistically significant superiority D) the interaction between the variables statistically8 - there is no statistically significant difference between the averages of future memory degrees of self - depending on the field of learning styles (divergent, inclusive, convergent, adaptive).9 - There is no statistically significant difference between the averages of future memory degrees environmental field depending on the learning styles (divergent, inclusive, convergent, adaptive10 - to see each method of learning methods and its relationship with the students and future memory preparatory stage (talented and ordinary) found that : - A)no statistically significant correlation between the divergent and future memory methodB) There is no statistically significant correlation between inclusive and future memory methodC) There is no statistically significant correlation between Convergent and future memory methoD) no statistically significant correlation between the adaptive and future memory methodThe researcher found a set of recommendations, including : - - alavadh Future of learning and memory techniques in the educational and professional fields of objective tools to know the people and their properties - tdman Courses traditional mechanisms to help how to diagnose learning styles and influences linked to help stimulate future memory to take advantage of them to develop the teaching process for teaching methodsWorked training courses for investigators to develop future memory in their workThe proposals were inter alia : - Conduct a study similar to the current study on the Undergraduate StudentsConduct a study on the future of memory, including the event (environmental self) and their relationship with the person before the students preparatory stageConduct a study to see future memory effect on the academic performance of undergraduate students
