أنماط التعلم لدى طلبة قسم التاريخ وعلاقتها بمهارات فهم النص التاريخي من وجهة نظر أعضاء هيأه التدريس في جامعات الفرات الأوسط

Rp-Learning Patterns to Students of History Department and their Relation with Understanding the Historical Text from the Teaching Staff Perspective in .pdf

Abstract:
The present study aims to identify the following:
1. The learning styles of students in the Department of History from the perspective of the faculty members in the universities of the Middle Euphrates region for the academic year (2024–2025).
2. The statistically significant differences in learning styles among students in the Department of History, from the perspective of faculty members, according to the variables of gender (male–female).
3. The skills of understanding historical texts among students in the Department of History, from the perspective of faculty members in the universities of the Middle Euphrates region.
4. The statistically significant differences in historical text comprehension skills among students in the Department of History, from the perspective of faculty members, according to the variables of gender (male–female).
5. The correlational relationship between learning styles and historical text comprehension skills among students in the Department of History, from the perspective of faculty members in the universities of the Middle Euphrates region.
To achieve the objectives of the study, the researcher relied on the following:
1. Using the descriptive method to investigate learning styles and their relationship to historical text comprehension skills among students in the Department of History, from the perspective of faculty members in the universities of the Middle Euphrates region.
2. Developing a scale for the variable of learning styles based on the available theoretical framework. The final version of the scale, after confirming validity, reliability, and discriminatory power, consisted of 32 items distributed across three domains: surface style, deep style, and achievement style.
3. Developing a scale for the variable of historical text comprehension skills based on the available theoretical framework. The final version of this scale, after confirming validity, reliability, and discriminatory power, consisted of 30 items distributed across five domains: logical inference, sequencing of events, deriving results, extracting implicit meanings, and understanding historical context.
Furthermore, the researcher applied both scales to a sample of 200 male and female faculty members in the Department of History in the universities of the Middle Euphrates region for the academic year (2024–2025). The data was then analyzed using the Statistical Package for the Social Sciences (SPSS).
4. The researcher used a five-point Likert scale.

The researcher reached several conclusions, including:
1. There is a positive relationship between the learning styles of students in the Department of History and their skills in understanding historical texts, indicating that learning style is an influential factor in developing these skills.
2. The relationship between learning styles and historical text comprehension skills is a direct (positive) one.
3. The correlation is statistically significant, meaning that the more learning styles students possess, the better their historical text comprehension skills become.

The researcher made several recommendations, including:
1. Enhancing faculty members’ awareness in colleges of education and history departments regarding the importance of learning styles (surface, deep, and achievement), and integrating them into instructional planning and the design of learning activities.
2. Including historical text comprehension skills (sequencing events, drawing conclusions, logical inference, understanding context, and deriving implicit meanings) within the clearly defined learning objectives of history courses.