التوجه نحو الهدف وعلاقته بأساليب التعلم لدى طلبة كليتي التربية للعلوم الصرفة والإنسانية في جامعة الموصل

Abstract

The study aimed to identify the level of goal orientation among students of the Colleges of Education for Pure Sciences and Humanities at the significance level of 0.05, as well as to identify the differences in statistical significance at the level of 0.05 between the average degrees of goal orientation according to the variables: College of Education for Sciences (Pure and Humanities), the second and fourth grades ) and gender (males and females), as well as identifying the learning methods followed by the students of the study sample and identifying the statistical significance at the level of 0.05 for the relationship between goal-orientation and learning methods among the students of the study sample, as the study sample amounted to (363) male and female students from the Colleges of Education for Pure and Humanities Sciences .The goal-orientation scale was built based on the goal theory and theoretical frameworks, as it was relied on the classification of goal patterns by Elliot, McGregor and Gibbels (1999) and formulating the special paragraphs for each type of goals and patterns of goals (mastery-performance, mastery-sizes, performance-foot, performance- sizes) as (10) was formulated. Paragraphs for the first type of objectives, the second type (8), the third type (6) paragraphs, and the fourth type (6) paragraphs. Thus, the tool consisted of (30) paragraphs, and (3) paragraphs were excluded from statistical analysis because they were undistinguished, and thus the scale consisted of (27) paragraphs, and its apparent sincerity was verified, and the percentage of agreement was (95%) and it reached a stability coefficient. Its stability (85%), and it was also relied on a tool to measure learning methods (for Al-Sanawi, 2013) and applied to university students, and its apparent validity was verified, and the percentage of agreement reached (100%) and its stability coefficient reached (80%), and the data were treated by using statistical methods: Cranach’s alpha equation and Pearson's stability correlation coefficient Point Passerial and the T-test for one sample and for two independent samples, and the results showed that the students of the study sample had positive orientations towards the goals (mastery-performance) and (performance-foot) and negative orientations towards the goals (performance-sizes) and (mastery-sizes), while it did not appear Statistically significant difference for the level of goal orientation according to the college variable (pureand humanities), the academic grade (second and fourth) and gender (males and females), while it appeared that the students relied on the visual method with a higher percentage than the verbal, the practical method higher than the contemplative, the sequential method higher than the total, and the sensory method higher than the intuitive, and there was no relationship between Any average for trends towards. The goal and learning methods of the students, or in the direction towards the goal of performance-action, the visual-verbal style, the goal of performance-action and the practical-reflective style, it showed the existence of a positive relationship, and in light of the results of the study, the researcher came up with a set of recommendations, including the establishment of counseling courses for students on how to direct them towards the goal and the importance of observing the goal and learning methods. Complementary proposals for study were formulated. Keywords: goal orientation, learning styles.