جستجوی مقالات مرتبط با کلیدواژه « learning style » در نشریات گروه « علوم ترویج »

Evaluating student's learning styles and understanding how they learn, and using the appropriate teaching methods in order to improve the quality of their learning is very important. The aim of this research was to investigate the relationship between educational factors and learning styles of agricultural students at University of Tehran. Survey method was applied in this research. The statistical population in this applied research was 1300 agricultural students at this university from which 300 students were selected applying stratified sampling technique. A questionnaire, including personal and academic characteristics of the students and "Index of Learning Styles Questionnaire" were developed to collect data. The realibilty of Learning Style Questionnaire was approved by using VARK test. Validity and reliability of the other parts of the research instrument were confirmed based on the evaluation of a panel of experts and composite reliability, respectively. The findings of research indicated that most of the agricultural students had an active learning style in terms of processing dimension (60%), an intuitive learning style in terms of perception dimension (55%), verbal learning style in terms of presentation dimension (56.7%), and sequential learning style in terms of perspective/understanding dimension (58.3%). The results of Spearman correlation analysis revealed that there was a significant relationship between active-reflective learning styles with handout and sensing-intuitive learning styles with textbook and combined educational resources respectively. Results of "Man-Whitney U" test revealed that there was no significance difference between learning styles of students in terms of gender and educational level.

Educational achievement of Students is influenced by several factors, including their learning style and creativity. By knowing the type of learning style, creativity and their relationship with educational achievement, purposive learning is happened which Consist the purpose of this descriptive- correlational study. Research tool was a questionnaire, including personal and academic characteristics of students, Index of Kolb Learning Styles and Index of Torrance Creativity. Validity of indexes was approved because of their frequent use in previous studies. A pilot study was conducted and calculated ordinal coefficient theta was at the appropriate level (ϴ≥0.85) for different parts of questionnaire. The statistical population consist 724 undergraduate students in the faculty of agriculture, University of Zanjan from which 217 students were selected randomly as sample using Cochran formula under stratified randomized sampling method. Results showed that learning styles of assimilation (39.6 percent), accommodation (34.6 percent), divergent (14.5 percent) and convergent (11.5 percent) were the first to fourth dominant learning style among students, respectively. The majority of students (81.6 percent) had average and lower than the average of creativity in total. According to Kruskal Wallis test, there was no significant meaningful deference between students of different learning styles regarding their creativity. Results of logistic regression analysis revealed that creativity, significantly and positively affect the educational achievement, while learning style had no meaningful effect on educational achievement. Creativity, in equation, is able to predict educational achievement of students in either of the good, or weak to an extent of more than 77.9 percent correctly.

Factors influencing learning are varied and identifying these factors is important in addressing shortcomings of the educational systems. One of these factors is learning styles. Teachers'' knowledge of students'' learning styles is effective in teaching diversity as well as in facilitating students learning. This study aimed to investigate the relationships between learning styles and self-efficacy and educational progress of agriculture students in the college of Agriculture، Kerman University. This is a descriptive - correlational study and a questionnaire was provided to collect the required data. Statistical population of this study consisted of first، second and third year student in four-yaer duration B. S. c in college of agriculture، of Shahid Bahonar University of Kerman. Using a multistage stratified random sampling، a number of 216 students selected to be studied. Validity of research instrument was approved by a panel of experts and preliminary test was used to determine reliability of the research instrument and Cronbach alpha indicated the appropriate reliability of data collection. Data analysis was performed using SPSS، version 18. Results showed significant difference between educational progress of students with accommodating learning style and students with diverging learning style، with the in higher educational progress for the former learning style. Also Results showed that there was a significant difference between educational progress of students with converging learning style and diverging learning style، in their higher educational progress. Results showed a significant and positive relationship between individual self-efficacy and educational progress of students.

The purpose of this study was to recognize agricultural students learning styles and its impact on the academic performance. The design for this study was a descriptive-correlational research with data collected using questionnaire. The statistical population of this study consists of junior and senior students of agricultural colleges in public universities in the year 2006-2007 that a sample of 256 members was selected by using stratified random sampling method. Face validity of the instrument was determined by opinions of experts and faculty members and reliability of the instrument was determined by Cronbach s alpha. Data were analyzed using SPSS version 11.5. The findings show that female students learning style was converging and male students learning style was accommodator. The means comparison test revealed that students with different type of learning style were significantly different (p=.05) in academic performance. Duncan s test revealed that academic performance of accommodator students was more than diverger students. Also, academic performance of converging students was more than diverger students.