Learning styles preferences in light of the Dunn model and its predictive ability in academic achievement among middle school students of varying emotional intelligence
Summary The present study aimed to examine how different preferences learning styles among students in the preparatory stage depending on emotional intelligence, and gender, and the disclosure of the relationship between the preferences of learning styles and academic achievement for students of the preparatory stage Mrtfie and middle and low emotional intelligence, in addition to the disclosure of the relative contribution to the preferences of learning methods in prediction academic achievement of students at the junior high and middle Mrtfie and low emotional intelligence. The study sample consisted of basic (200) students of junior high school students, for the academic year (2013-2014 AD), has reached an average age of time (13.86) years and a standard deviation of (0.78) years. Using a scale of preferences learning methods in the light of the model Dunn, as well as a measure of emotional intelligence are two of the preparation/ researcher, led the study results from the lack of significant differences statistic in the Preferences learning styles according to the model Dunn between the mean scores of students are low- and middle and Mrtfie emotional intelligence middle school, lack of statistically significant differences between the sexes in the learning styles favorites (analytical, and totalitarian), having a correlation function at the level (0.01) between academic achievement and learning styles favorite among students in the preparatory stage Mtfawty emotional intelligence , different relative contribution to the preferences of learning methods in predicting academic achievement where shares learning style totalitarian variation of the dependent variable (academic achievement) Ptbaena amount of (R ²) and value (0.806) and the rate of contribution of (6.80%) in the dependent variable (academic achievement), and the value of the ratio alpha (F) calculated to determine significance regression (1652.602) which is the value of a function at the level of less than (0.01), as well as the value of the ratio of (T) calculated to determine significance of regression (40.652), a value statistically significant at the level of less than (0.01), which confirms the strength of the link between learning style totalitarian and academic Achievement.
alkolya, N. (2014). Learning styles preferences in light of the Dunn model and its predictive ability in academic achievement among middle school students of varying emotional intelligence. المجلة التربوية لکلية التربية بسوهاج, 38(38), 251-282. doi: 10.21608/edusohag.2014.127678
MLA
naglaa alkolya. "Learning styles preferences in light of the Dunn model and its predictive ability in academic achievement among middle school students of varying emotional intelligence". المجلة التربوية لکلية التربية بسوهاج, 38, 38, 2014, 251-282. doi: 10.21608/edusohag.2014.127678
HARVARD
alkolya, N. (2014). 'Learning styles preferences in light of the Dunn model and its predictive ability in academic achievement among middle school students of varying emotional intelligence', المجلة التربوية لکلية التربية بسوهاج, 38(38), pp. 251-282. doi: 10.21608/edusohag.2014.127678
VANCOUVER
alkolya, N. Learning styles preferences in light of the Dunn model and its predictive ability in academic achievement among middle school students of varying emotional intelligence. المجلة التربوية لکلية التربية بسوهاج, 2014; 38(38): 251-282. doi: 10.21608/edusohag.2014.127678
)
مشاهدة على SCiNiTO