Document Type : Research Paper
Authors
Abstract
: The aim of this study was comparing the conceptions
of learning and study habits between talented and normal students.
Method: This research was descriptive and
causal-comparative. The population included the wholetalented and normal students in Shiraz University
in the academic year of 2010-2011 among them 242 students (141talented
and 141normal) were selected through
purposeful sampling method. These students completed
Conceptions of Learning andStudy
Habits Questionnaires. The analysis
of datausing
MANOVA showed that there was no significant difference between talented
and normal students in totalconceptions of learning (p>
0.05). In spite of this, the average score of normal students in two
subscales (learning as gaining information and learning as remembering and
using information) was significantly higher than talented
students (p< 0.05). The average score of talented
students in three subscales (learning as personal change,
learning as a process that is not limited to time and space and learning as the
development of social competence) was significantly higher thannormal
students (p< 0.01). And there was no significant difference
between talented and normal students in
learning as a duty subscale (p> 0.05). Moreover the analysis of data using
MANOVA showed that there was a significant difference between talented
and normal students in study habits (p< 0.01). Also the results revealed that
in the five subscales of study habits the score of talented students was
significantly higher than normal students (p< 0.01) and
there was no significant difference between talented and normal students in
the three subscales of memory, exams and health (p>0.05). Conclusion:
It is recommended that teaching and learning
become more practical so that the study habitsimprove
Keywords
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