التعويق الذاتي الأكاديمي وأسلوبي التعلم السطحي والعميق لدى الطلبة العرب في جامعات فلسطين
Abstract
مــلــخـــص
هدفت هذه الدراسة إلى تحديد مستوى التعويق الذاتي الأكاديمي ومدى انتشار أسلوبي التعلم السطحي والعميق لدى الطلبة العرب في جامعات فلسطين. تألفت عينة الدراسة من (300) طالباً وطالبة من أربع جامعات، تم اختيارهم بالطريقة الميسرة. وطبق على أفراد عينة الدراسة مقياس التعويق الذاتي الأكاديمي من إعداد دايرين (Direen, 2005)، ومقياس أساليب التعلم الأصل الذي أعدّه بيجز (Biggs, 2004).
أظهرت الدراسة وجود مستوى متوسط من التعويق الذاتي الأكاديمي لدى الطلبة الجامعيين العرب في فلسطين، أيضاً كشفت نتائج الدراسة أن (221) منهم من ذوي التعلم السطحي، و(66) فقط من ذوي التعلم العميق.
كما أظهرت نتائج الدراسة وجود أثر ذي دلالة إحصائية عند مستوى الدلالة (α=0.05) في مستوى التعويق الذاتي يعزى لمتغير الجنس ولصالح الذكور، ووجود فروق في أسلوب التعلم السطحي يعزى لمتغير الجنس ولصالح الذكور، وفي أسلوب التعلم العميق كان لصالح الإناث. كما كشفت النتائج أن مستوى التعويق الأكاديمي لدى الطلبة ذوي أسلوب التعلم السطحي أعلى منه لدى الطلبة ذوي التعلم العميق.
Academic Self-Handicapping and Surface and Deep Learning Styles among Arab Students in Palestine Universities
Abstract
This study aimed to explore the level of Academic self-handicapping and surface learning and deep learning styles prevalence among Arab students at Palestine universities. The study sample consisted of (300) male and female students at four universities that were selected through simple sampling. Tools of the study included the academic self-handicapping scale (ASHS) (Direen, 2005), and the "Revised Study Process Questionnaire (R-SPQ-2F)", which was developed by Biggs (2004).
The results of the study show that there was a moderate level of self-academic handicapping among Arab students in Palestine universities. Also the findings revealed that (221) of the students had surface learning and only (66) of those students had a deep learning style. The findings revealed that there are statistically significant effects (α = 0.05) in the level of self-handicapping due to the gender, in favor of males and differences in surface learning style in favor of males. However, deep learning style was in favor of females. Finally the findings revealed that the level of academic self-handicapping of students with surface learning was higher than their peers with deep learning style.
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DOI: http://dx.doi.org/10.35682/618
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