Comparison of Learning Approaches and Academic Procrastination in Normal and Blind Students in the Secondary School

The purpose of this study was to compare learning approaches and academic procrastination in normal and blind students in Khoy high school students in the academic year 2020-2021.

This research is fundamental in terms of purpose and causal-comparative in terms of method. The statistical population consisted of all high school students in Khoy City. The sample consisted of 60 students (30 blind students and, 30 normal students), who were selected by convenience sampling. In order to collect the required data, Miller et al.'s (1999) Learning Approaches Questionnaire and Tuckman's (1991) Procrastination Test were used. The validity of the questionnaires was confirmed by the supervisor, and their reliability was obtained through Cronbach's alpha coefficient of 0.912 and 0.847, respectively. Kolmogorov-Smirnov's test was used to determine the normality of the data. Due to the normality of data distribution, t-test and multivariate analysis of variance(MANOVA) were used to test the research hypotheses.

The results of data analysis showed that in learning approaches, the rate of functional goals and external valuation in normal students were higher than in blind students. Also, the rate of instrumental / future goals and internal valuation in blind students are higher than normal students. The components of learning objectives and perception of ability were not significantly different. In addition, academic procrastination and its components (intentional procrastination, procrastination due to fatigue and procrastination due to unplannedness) were not significantly different between two groups of secondary school students.

In general, blind students use special and desirable learning approaches according to their specific circumstances.