الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص The problem sO•lving behaviour is affected by a number of factors. Some of the~ are related w~ the learner himself such as his apptitudes, abilities and ~ attitudes. Others are related w~ the learning situation such as the learning method, the nature of the problem that are facing him and the classroom atmosphere. The present study is concerned with looking for the effect of the interaction among the learning method, the learning style and the reasoning ability from the mathematical and general problem SOlving learning hehaviour . Purpose of” t.he st.udy r- The present study aims at searching about the effect of learning method interaction with learning style and the reasoning from the mathematical and general problem solving learning behaviour. Previ ous st.OOies r- The previous stUdies are classified into four di-ensions: 1- Studies dealing with training on problem SOlving method. 2- StUdies dealing with learning styles. 3- Studies dealing with the reasoning ability. 4- Studies about some of the study variables. ----- ~~--_--C_~_ ~ _ sample of’ t.he st.udy 1- The sample of this study cansists of students (boys and girls) at the second Secondary stage. The initial sample includes 187 from. El-Amar secondary school and Beltan secondary school at tukh educational zone, Kalubia Governorate. Tools of’ t.he st.udy 1- The present study includes the following tools . 1- Learning style measurement : . This was originally prepared by K~. It was arabized and modified by the researcher to suit the Egyptian environment 2- Reasoning ability ~nchts battery tests: The researcher depends on and his friends (1976) Factorial cognitive testes Battery four tests were chos~r 3- A teacher’s Guide: Prepared by the researcher. 4- Mathematical problem solving test: Prepared by the researcher. 5- General problem Solving Test: PrePared by SOheir Maghfouz. St.at.1st.1cal Met.hods 1- 1- Variance analysis having factorial design 2x4x2. 2- Factor analysis. 3- Multiple regression. 2 •• Result.s of” The st.udy 1- The are significant statistical difference at level , 0.01 in the performance of the general- mathematical problem solving tests as a measurement of learning the behaviour of problem solving btween the experimental and the control groups. The differences are in favour of the experimental group. 2- There are significant statistical difference at level 0.01 in the performance of the general- ~athematical problem solving tests as a measurement of learning the behaviour of problem solving among learning styles students (divergant. Convregant assimilator accommodator). These differences are in favour of students having thw assimilator style in solving mathematical problems. Whereas, the differences are in favour of the divergant students in solving general broblems. 3- There are significant statistical differences at level, 0.01 in the performance of the general- aatheaatical problem solving tests - as a measurement of learning the behaviour of problem solving between high reasoning abiltiy students and the low ODes in favour of the first ones. 3 4- There is not a significat difference for the interaction between learning method and learning style in learning mathematical and general problem solving behaviour. S- There is not a significant difference for the interaction between learning method and the reasoning ability in learning mathmatical and general problem salving behaviuor. 6- There is not a significant difference for the interaciton between learning styles and the reasoning ability in learning mathematical and general problem solving behaviour. 1- There is not a siginficant difference for the interaction among learning method, learning style and the ability in learnirig Mathematical and mathematical problem solving behaviour. reasoning general Interpretation ot Results 1- Results were interpreted in the light of the theoritical analysis for the main study concepts and the results of the previous studies. |