پديد آورندگان :
دهقان، حميدرضا دانشگاه مازندران , قادري رمازي، محمد دانشگاه فرهنگيان كرمان , صبحي قراملكي، ناصر دانشگاه محقق اردبيلي
چكيده فارسي :
هدف: براساس مطالعات انجام‌شده، دانش‌آموزانِ داراي ناتواني يادگيري خاص، نسبت به دانش‌آموزان عادي در اتخاذ سبك‌هاي يادگيري، ترجيحات متفاوتي دارند؛ از اين‌رو اين پژوهش با هدف مقايسهٔ سبك‌هاي يادگيري در دانش‌آموزان عادي و دانش‌آموزانِ داراي ناتواني يادگيري خاص انجام شد.
روش‌بررسي: روش تحقيق اين مطالعه، توصيفي از نوع علّي-مقايسه‌اي بود. جامعهٔ آماري پژوهش را كلّيهٔ دانش‌آموزان پسر و دختر عادي و داراي ناتواني يادگيري خاص شهر اردبيل كه در مقطع متوسطهٔ اول مشغول به تحصيل بودند، تشكيل دادند. نمونهٔ پژوهش 80 دانش‌آموز (40 دانش‌آموز عادي و 40 دانش‌آموز ناتوان در يادگيري) بودند كه به‌صورت نمونه‌گيري در دسترس انتخاب شدند. براي جمع‌آوري داده‌ها از آزمون هوش ريون و پرسش‌نامهٔ سبك‌هاي يادگيري كلب و براي تجزيه‌وتحليل داده‌ها از تحليل واريانس چندمتغيري (مانوا) استفاده شد.
يافته‌ها: نتايج اين مطالعه نشان داد كه از لحاظ سبك‌هاي يادگيري، در تمامي زير مقياس‌ها شامل سبك‌هاي يادگيري همگرا (0٫001>p)، واگرا (0٫001>p)، جذب‌كننده (0٫001>p) و انطباق‌دهنده (0٫004=p)، بين دو گروه دانش‌آموزان عادي و داراي ناتواني يادگيري خاص، تفاوت معني‌دار وجود دارد.
نتيجه‌گيري: پژوهش حاضر با نشان دادن تفاوت‌هاي بارز در كاربرد سبك‌هاي يادگيري توسط دانش‌آموزانِ داراي ناتواني يادگيري خاص و دانش‌آموزان عادي، اطلاعات نسبتاً مفيدي دربارهٔ راهبردهاي يادگيري و روش‌هاي آموزشي متناسب با نياز اين دسته از دانش‌آموزان ارائه داده است.
چكيده لاتين :
Background: Specific Learning Disabilities (SLDs) is a major concern of educators worldwide. Students with learning disabilities often struggle
with various aspects of academic performance. Therefore; the aim of the present study was to compare learning styles in normal students and
students with specific learning disability.
Methods: The study population included all normal and learning disabled students of junior secondary schools in Ardabil-Iran. Convenience
sampling was used to recruit 80 participants, namely 40 normal students and 40 students with the specific learning disability. All the students
with the specific learning disability participated in a clinical interview and were investigated and selected based on the diagnostic criteria for
specific learning disability contained in the fourth revised Diagnostic and Statistical Manual of Psychiatric Disorders (DSM-IV-TR). Since, in
addition to ascertained diagnostic signs, having a normal emotional quotient (IQ) has been determined for the diagnosis of specific learning
disorder; all the students with specific learning disability were initially tested by Raven's Progressive Matrices test in order to ensure that the
subjects have a normal IQ. Then, Kolb’s Learning Style Inventory was utilized to test the assumed differences in preferring the learning styles
by two groups of the students. The Independent T-test and multivariate analysis of variance (MANOVA) were used to analyze the data. The
analysis was carried out by the 18th version of SPSS software.
Results: Initially, the results of the Independent T-test revealed that the difference between the normal students’ IQ and that of the students with
specific learning disability was not significant (P=0.56). It implies that any difference between two groups of the students cannot be attributed
to their cognitive ability. Subsequently, the results of MANOVA test showed that there was a significant difference between the normal students
and the students with specific learning disability in all learning styles. That is, the mean scores of students with specific learning disability in all
the learning style subscales, including convergent (P<0.001), divergent (P<0.001), assimilating (P<0.001), and accommodating (P<0.004) were
significantly lower than that of their normal counterparts. In addition, the values of effect size in the current study revealed the fact that the most
tangible differences in applying the learning styles were in assimilating (effect size=0.27), divergent (effect size=0.13), convergent (effect
size=0.13), and accommodating learning style (effect size=0.04), respectively.
Conclusion: It can be concluded that the major weaknesses of the students with specific learning disability in underlying processes such as stepby-
step planning are as follows: self-regulating and focusing on tasks, the experience of more academic failures, lack of flexibility in adopting
an appropriate learning approach, and avoiding new and challenging situations.
This study provides relatively valuable information about proper academic materials and methods which are appropriate to the needs of this
category of students, through highlighting the major differences in adopting learning styles by the students with specific learning disability.
