The effect of match-mismatch of teaching-learning styles on secondary stage students’ achievement in English in Jordan
العناوين الأخرى
أثر توافق و اختلاف أنماط التعليم و التعلم على تحصيل طلبة المرحلة الثانوية الأولى في مادة اللغة الإنجليزية
مقدم أطروحة جامعية
Abu Rumman, Abd al-Rahim Salih Muhammad
مشرف أطروحة جامعية
أعضاء اللجنة
al-Makhzumi, Khalaf Falah
al-Abd al-Haqq, Fawwaz
Husayn, Riyad Fayiz Isa
الجامعة
جامعة عمان العربية
الكلية
كلية العلوم التربوية و النفسية
القسم الأكاديمي
قسم المناهج و طرق التدريس
دولة الجامعة
الأردن
الدرجة العلمية
دكتوراه
تاريخ الدرجة العلمية
2005
الملخص الإنجليزي
This study aimed to investigate the effect of matching and mismatching of teaching and learning styles on the academic achievement of Secondary Stage students' in English through answering the following questions: 1- What are the major learning styles of students in English at the First Secondary stage in the Jordanian schools? 2- What are the major teaching styles adopted by EFL instructors in teaching English at the First Secondary stage in Jordan? 3- What is the effect of the match/mismatch of teaching-learning styles on students' academic achievement in English at the First Secondary stage in Jordanian schools? 4- Is there a congruence between the teaching styles that Jordanian EFL teachers claim to use in teaching English and their actual teaching practices? To answer these questions, the researcher selected a random sample from First Secondary stage students of Greater Amman area comprising the First, Second, Third, and Fourth Directorates of Education.
Eight hundred and three students and twenty EFL teachers participated in this study.
A learning style inventory was used to identify students' learning styles and a teaching style inventory was used to identify teachers' teaching styles.
In addition, an English language achievement test was compiled and administered to find out students' level of achievement, and an observation checklist was prepared and used to verify if the teachers' actual teaching was similar to their teaching styles obtained in the inventory.
The results of the study revealed that there were significant differences between the mean scores of the matching and mismatching classes in their achievement in favor of the matched ones.
The data were also analyzed for the identification of the dominant teaching and learning styles at the secondary stage.
The results of the study revealed that most of the students favoured the "Competitive, Dependent, Collaborative” styles, whereas teachers were adopting a blend of the Expert/ Delegator/ Facilitator/Personal Model/ and Formal Authority styles.
It was also found that matching teaching and learning has a positive effect on students' attitudes and achievement in English.
التخصصات الرئيسية
المناهج والتدريس-القياس والتقويم
الموضوعات
عدد الصفحات
172
قائمة المحتويات
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of related literature.
Chapter Three : Research design and methodology.
Chapter Four : Findings of the study.
Chapter Five : Discussion, conclusion and recommendations.
References.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Abu Rumman, Abd al-Rahim Salih Muhammad. (2005). The effect of match-mismatch of teaching-learning styles on secondary stage students’ achievement in English in Jordan. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-436718
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Abu Rumman, Abd al-Rahim Salih Muhammad. The effect of match-mismatch of teaching-learning styles on secondary stage students’ achievement in English in Jordan. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2005).
https://search.emarefa.net/detail/BIM-436718
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Abu Rumman, Abd al-Rahim Salih Muhammad. (2005). The effect of match-mismatch of teaching-learning styles on secondary stage students’ achievement in English in Jordan. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-436718
لغة النص
الإنجليزية
نوع البيانات
رسائل جامعية
رقم السجل
BIM-436718
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر