چكيده لاتين
Awareness of studentsʹ learning styles can help in applying teaching methods that match their preferred styles. This study aimed to identify the learning styles of secondary school students (grades 10, 11, and 12) and compare them with the learning styles of Arabic books in the field of literature and humanities. The statistical population of the study included all secondary school students and all Arabic books. The sample of this study was selected using the convenience sampling method consisted of 134 female students studying in the field of literature and humanities in public schools in the city of Isfahan and the Arabic books for grades 10, 11, and 12. This research was conducted using a descriptive-survey method; data related to students were analyzed descriptively and inferentially, and the content analysis data of Arabic books were examined descriptively and analytically. To achieve more robust and reliable results, the new Shannon entropy weighting method was also used to determine the importance coefficients of the indicators under study in the Arabic books. The data collection for identifying studentsʹ learning styles was conducted using the standard VARK learning styles questionnaire (1998). Additionally, to identify the learning styles in Arabic books, a checklist based on previous research and the VARK questionnaire was utilized, with its validity and reliability confirmed. The results showed that among students in the three grades (10, 11, and 12), the "auditory" learning style had the highest share (51.50%), followed by the "kinesthetic" style (26.95%), the "read/write" style (12.57%), and the "visual" style (8.98%). Additionally, in the review of the Arabic textbooks, the "kinesthetic" style had the highest share (54.22%), followed by the "read/write" style (18.42%), the "auditory" style (17.8%), and the "visual" style (9.56%). Therefore, the studentsʹ preferred learning style was "auditory," and the preferred style in the Arabic books was "kinesthetic". the "kinesthetic" learning style is only the preferred style for about a quarter of the students, while more than half of the book content is based on this style. Regarding the other two learning styles (read/write and visual), there was no determined statistically significant difference between the studentsʹ preferences and the Arabic books. In conclusion, it can be said that the results indicate that the Arabic books for the secondary school period are not aligned with the preferred learning styles of the students.
