المجلة الدولية للعلوم الإنسانية والاجتماعية (Mar 2023)
The Effectiveness of using VARK learning patterns in developing scientific thinking skills of female students of the Curriculum and Teaching Methods Department at the Faculty of Education at the University of Hail
Abstract
The current study aimed to recognize the effectiveness of using (VARK) learning patterns in developing scientific thinking skills of female students of the Curriculum and Teaching Methods Department at the Faculty of Education at the University of Hail. The researcher used the semi-experimental curriculum, and the materials and tools of the research were according to VARK and the scale of scientific thinking skills. The sample of the study consisted of (70) students from the Curriculum and Teaching Methods Department registered in the second semester of the academic year (1444 AH). The results of the study established that there were no statistically significant differences at the level (0.05) between the mean averages of the members of experimental and control groups in the prior measurement on the scientific thinking test due to the use of VARK learning patterns, and the results also found that there were statistically significant differences at the level ( 0.01) between the mean scores of the experimental group in the prior and post measurements on the scientific thinking test due to the use of VARK learning patterns in favor of the post measurement. The results also found that there were statistically significant differences at the level (0.01) between the between the averages of the members of experimental and control groups in the post measurement on the scientific thinking test due to the use of(VARK) learning patterns in favor of the experimental group. The results also found that there were no statistically significant differences at the level of (0.05) between the averages of the experimental group in the post and follow-up measurements on the scientific thinking test due to the use of VARK learning patterns. The study concluded number of recommendations, the most important of which are: to draw attention of faculty staff to the importance of developing scientific thinking for its role in improving the outcomes of the educational process, to provide students with scientific methods of thinking and to train them on scientific thinking skills, the need to diversify in methods, strategies, activities and learning methods in accordance with diversity of learning patterns of students.
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