The master's thesis in the Department of Educational and Psychological Sciences / College of Education for Humanities, University of Basra - examined learning methods according to the VARK model among middle school students and their relationship to cognitive motivation towards mathematics.
The thesis presented by the student Ayat Fayyad Jaro Rusoom aimed to identify learning methods according to the VARK model among middle school students and their relationship to cognitive motivation towards mathematics. The sample consisted of (525) female students from grades (first, second, and third) in middle and secondary schools affiliated with the Education Department of Al-Majar Al-Kabir District, affiliated with the General Directorate of Education of Maysan. The researcher adopted the descriptive correlational approach.
The thesis included the preparation of two tools: the first, the learning methods scale according to the VARK model, consisting of (28) paragraphs, as (7) paragraphs were formulated for each learning style, and the other tool is the cognitive motivation scale towards mathematics, which consists of (35) paragraphs.
The thesis concluded that the visual method is the most preferred method among middle school students in general, and there is no statistically significant difference in the scale of learning methods among middle school students according to the variable of the academic grade, and middle school students do not have cognitive motivation towards mathematics. There is a statistically significant difference between the scores of middle school students on the cognitive motivation scale towards mathematics according to the variable of the academic grade, and there is a statistically significant correlation between the scores of middle school students on the learning styles scale according to the VARK model and their scores on the cognitive motivation scale, and the independent variables (learning styles according to the VARK model) contribute to the dependent variable (cognitive motivation towards mathematics), and the nature of the relationship is positively proportional between (learning styles according to the VARK model and cognitive motivation towards mathematics. The visual method came in first place in terms of its impact on cognitive motivation. In light of the research results. The researcher recommended the necessity of informing teachers of the importance of the diversity of modern methods in teaching mathematics, in a manner that is consistent with preferred learning methods, and paying attention to psychological guidance and counseling by activating the function of the educational counselor, by intensifying lectures that seek to enhance cognitive motivation towards mathematics, and solving their problems in light of providing appropriate psychological conditions
