تأثیرتعاملی سبک‌های یادگیری با کانون توجه در یادگیری یک مهارت حرکتی مجرد

نوع مقاله : علمی- پژوهشی

نویسندگان

دانشگاه تبریز

چکیده

هدف از پژوهش حاضر بررسی  تأثیر تعاملی سبک‌های یادگیری با کانون توجه در یادگیری مهارت پرتاب دارت بود. جامعه آماری شامل دانشجویان دختر دانشگاه تبریز بودند که از بین داوطلبین ناآشنا به مهارت پرتاب دارت و با رعایت سایر شرایط پژوهشی تعداد 40 نفر در چهار گروه 10 نفری سبک یادگیری واگرا-توجه درونی، سبک یادگیری واگرا-توجه بیرونی، سبک یادگیری همگرا-توجه درونی و سبک یادگیری همگرا-توجه بیرونی اختصاص داده شدند. آزمودنی‌ها پس از شرکت در پیش آزمون در دو هفته و هر هفته 3 جلسه و هر جلسه 5 بلوک 10 کوششی را انجام دادند. بعد از اتمام مرحله اکتساب آزمون یادداری فوری و انتقال و یک هفته  بعد، آزمون یادداری تأخیری انجام گرفت. داده‌ها با استفاده از تحلیل واریانس یک طرفه و آزمون کروسکال والیس تحلیل شدند. نتایج نشان داد که بین سبک‌های یادگیری و کانون توجه در مرحله اکتساب، یادداری فوری، یادداری تأخیری و انتقال در خطای شعاعی و میانگین در آزمون تحلیل واریانس یک طرفه و آزمون کروسکال والیس  تفاوت معناداری وجود ندارد (05/0 P < ) ولی بین گروه‌ها تفاوت معناداری در خطای متغیر آزمون انتقال (آزمون کروسکال والیس) وجود داشت (05/0P>). به نظر می‌رسد سبک یادگیری همگرا با توجه بیرونی و سبک یادگیری واگرا با توجه درونی منجر به یادگیری بیشتری می‌شود. 

کلیدواژه‌ها

عنوان مقاله [English]

Interactive impact of learning styles with attention focus on learning of a discrete motor skill

نویسندگان [English]

  • Mohammad taghi Aghdasi
  • samira mafiasl
  • Samira Mafiasl
Tabriz University
چکیده [English]

The aim of this study was to interactive impact of learning styles with attention focus on learning the skills of throwing darts learning skill. Statistical society of this research was girls students of Tabriz University, from those students, we chose forty peoples by who were unfamiliar with dart throwing skill. A total of 40 people in four groups of 10 patient’s divergent learning styles- internal attention, divergent learning styles- external attention, converging learning style- internal attention, converging learning style- external attention. Students attended in pretest within two weeks, each week three sessions and each session 10 attempts in five times. After learning phase, immediate retention test and transfer test one week later delayed remember test were taken. Data using one-way ANOVA and Kruskal-Wallis. The results showed that there is not meaningful difference between learning styles and attention focus in acquisition, immediate retention, delayed remember and transfer (Radial and the average error) P 0/05. It seems learning styles converge with external focus of attention and divergent learning styles with a focus on internal to learn more.

کلیدواژه‌ها [English]

  • attention focus
  • learning style
  • discrete skill

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سابقه مقاله

  • تاریخ دریافت: 30 آذر 1395
  • تاریخ بازنگری: 22 بهمن 1399
  • تاریخ پذیرش: 11 دی 1399

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