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|Title||The Relationship among Learning Styles, Language Learning Strategies, and the Academic Achievement among the English Majors at Al-Aqsa University|
This thesis aims to identify the learning styles and learning strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students’ learning style , strategy preferences and the academic achievement among the third year English majors at Al Aqsa University. A total of 60 students were asked to complete two questionnaires. One was used to identify students’ perceptual learning style preferences and the other was used to identify students’ learning strategies. In addition, an achievement test was held to determine the students' level, and then correlate results with the learning style preferences , language learning strategies and the academic achievement. When the responses that the participants gave to the questionnaire mentioned above were analyzed, it seemed that only the mean scores of two learning style preference categories, kinesthetic being 22.567 with percent weight 90.27 and tactile learning, 20.567 with percent weight 82.27 respectively, fall into the major learning style preferences category. The third rank was occupied by the group learning style with percent weight 79.80 . The fourth rank was the visual style (minor learning style) with percent weigh 78.80. The fifth rank was for the auditory style (minor learning style) with percent weight 78.60. The sixth rank which is the (negligible learning style) preferences was for the individual learners with percent weight 54.73 Furthermore, there are statistically significant differences between male and female in visual, auditory and individual learning, towards female, and in Group learning towards male, and there are no statistically significant differences between male and female in kinaesthetic, tactile and the summation degree . The analysis of the second questionnaire revealed that metacognitive strategies were favoured the most. The results showed that there are no statistically significant differences between male and female in all domains of strategy use , and the total degree of the domains, except Compensation Strategies towards male. From the analysis of the results of the achievement test and their correlation with the students' learning styles , it was found that there are statistically significant correlation coefficient between achievement and auditory and total degree of style , but there are no statistically significant correlation coefficient between achievement and visual, kinaesthaetic, tactile, group learning, and individual learning. When the students' achievement test results were correlated with their learning strategies, it was shown that there are statistically significant correlation coefficient between achievement and all strategies except Part C -compensation strategies. The analysis with respect to the relationship between learning styles and learning strategies revealed that there are no statistically significant correlation coefficient between all strategies and all styles except part A -memory strategies with kinaesthetic style (positive relation) , and Part C- Compensation Strategies with visual style (negative relation) , and group learning style with part C- compensation strategies ( positive relation).
|Publisher||the islamic university|
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