Arab Educational Information Network

يهدف البحث الحالي الى التعرف على: 1) أساليب التعلم المفضلة لطلبة المرحلة الإعدادية. 2) التعرف على الفروق في أساليب التعلم المفضلة لدى طلبة المرحلة الاعدادية حسب متغير (الجنس) و(التخصص) وفي ضوء هذه النتائج أورد الباحثان توصيات كان أبرزها: 1) ضرورة الأخذ بعين الاعتبار أساليب التعلم المميزة لدى طلبة الدراسة الإعدادية عند إعداد المناهج الدراسية. 2) الاستفادة من نتائج البحث الحالي من قبل التربويين لتقييم أساليب تعلم الطلبة وتوظيفها في اختيار طريقة التدريس المناسبة لكل متعلم. (الملخص المنشور)

The researchers adopted the descriptive approach of survey studies. To achieve the research objectives the list of (2006) learning strategies was used. The list is composed of 54 items that measure four dimensions. A jury of specialists in educational psychology approved the face validity of the items of the list. The Alpha Cronbach formula was used to verify the stability of the tool. The scale was applied to 400 students and the results are as follows: 1) The research sample prefers the kinesthetic learning strategy with an average of (62.144), followed by the abstract learning strategy with an average of (41.43), then reflective learning with an average of (40.200), and affective learning with an average of (38.800). 2) There are statistically significant differences in both kinesthetic and reflective dimensions of learning for females. 3) There are statistically significant differences in all dimensions of learning for the scientific study specification. In the light of these results, the researchers recommended the following: 1) It is necessary to pay attention to the different learning styles among preparatory schools students when curricula are prepared. 2) Educationalists should make use of the results of the present research to assess the students' learning styles in choosing the right teaching method for each learner accordingly. (Published abstract)