الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 292 |  |  |
| | | from | 292 | | |
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.