الفهرس 
التعريف بالدراسهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed to figure out the best learning styles that help augment the effectiveness of long-term memory of the student. The study, likewise, aimed to disclose the most common types of information (Shapes- Symantic) and most effective levels of information (units, categories – relationships) in affecting types of recall of students with a deep learning style and those with a surface learning style.
The study sample consisted of (124) students from both genders, Faculty of Education, fourth year, Al-Hadeeda University. The sample distribution includes 46 males, 78 females.
The study used a battery of long-term recall. The battery consists of 18 checklists for studying symantic and shapes information of shapes; 18 long-term tests and the learning styles questionnaire.
The study results showed that there were statistically significant differences (P>0.5) between male students and female students in deep learning style whereas these differences vanished in the surface learning style. Also there wasn’t a significant interaction between the gender and the learning style.
The study showed that there were statistically significant differences (P>0.1) in long term recall according to the type of information (shapes -symantic) among students with a surface learning style in favour of shapes information units. Also, there were statistically significant differences (P>01) among students with a deep learning style and students with a surface learning style in long-term recall of symantic and shapes information in the levels of units, categories and relationships in favour of students with a deep learning style. There were statistically significant differences (P>01) in long term recall of information of students with a surface learning style in favour of units of shapes and systemic information.
There were no statistically significant differences in long-term recall of information (shapes-symantic), and its levels (units-categories- relationships) of students with a deep learning style. Also, there were statistically significant differences in long-term recall according to information type (shapes -symantic in the levels of categories, relationships of students with a surface learning style.