دلالة الفروق في مستوى الأداء التدريسي و قلق التدريس و التحصيل الأكاديمي لدى الطلبة المعلمين في جامعة القدس المفتوحة وفقا لأنماط التعلم المفضلة لديهم

Abstract EN

This study aimed to identify the preferred learning approaches of teachers, students who continued their education at AL- Quds Open University.

It also examined the significance differences in the level of teaching performance, anxiety and academic achievement, according to their preferred learning styles.

The researcher applied the learning styles scale and observation checklist and teaching anxiety scale after its validity and reliability have been tested (verified) on a stratified sample consisting of 201 teacher students who registered at the practical course at Education Program in the first semester of the academic year 20142015/.

Results showed students’ learning styles, arranged according to their priority of preference, as stated below: visual, visual-audio, audio-visualkinesthetic visualkinesthetic, visual-kinesthetic - auditory, and audiokinesthetic respectively.

The study also indicated the following remarks or points: There were statistically significant differences between the means of teaching performance scores according to the variable of preferred learning styles in favor of visual style, the mean of teaching anxiety was with a visual-audiokinetic focus, and at the academic achievement level, no significant differences observed.