Cognitive Psychological Integration and its Relationship to the Learning Styles of University Students
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Abstract
The current research aims to identify the level of cognitive psychological integration as well as to reveal the significance of statistical differences in the level of cognitive psychological integration according to the variables of gender (male - female) and specialization (scientific and human) among a sample of undergraduate students. The research also tackled the identification of learning methods and the detection of statistically significant differences between the preferred learning methods according to the variables of gender (male - female), specialization (scientific, human), as well as identifying the relationship between cognitive psychological integration and learning styles among university students. The research sample amounted to (300) male and female students from the third year students of the College of Education for Humanities in Tikrit University for the academic year 2021-2022.
The researcher applied a ready-made tool to measure psychological and cognitive integration, which was prepared by Appleton (2006), and the researcher adopted the learning methods scale, which was prepared by Richard Felder in (2000) in light of the Felder and Silverman model (and Barbara Solomon), it was translated and adopted by Al-Sanawi (2013). The results showed that the undergraduate students suffer from weakness in cognitive psychological integration, and there are no statistically significant differences between males and females in the level of cognitive psychological integration. In addition, there are statistically significant differences between disciplines (scientific - human) and in favor of the humanitarian specialization. The results indicate that a large percentage of the sample members do not have a preferred method of learning, and also indicate that there are no statistically significant differences between students in specialization and gender in the learning methods they use.
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College of Education for Humanities, TIKRIT UNIVERSITY. THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE http://creativecommons.org/licenses/by/4.0/
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