عنوان المقالة:The effectiveness of Active Learning based on Structural Cognitive Maps strategy in developing cognitive beliefs, self-motivation and academic achievement among the students with special needs in Al Kharj, Saudi Arabia. The effectiveness of Active Learning based on Structural Cognitive Maps strategy in developing cognitive beliefs, self-motivation and academic achievement among the students with special needs in Al Kharj, Saudi Arabia.
الدكتور ناصر الدين ابراهيم أحمد أبو حماد | Dr.Naser Aldeen Ibrahim Ahmmad Abu Hammad | 12683
نوع النشر
مجلة علمية
المؤلفون بالعربي
الدكتور ناصر الدين إبراهيم أحمد أبو حماد
المؤلفون بالإنجليزي
Abuhammad, A. Naser Aldean.
الملخص العربي
Quasi-experimental study aimed to investigate the effect of Active Learning based on Structural Cognitive Maps strategy in developing cognitive beliefs, self-motivation and academic achievement among the students with special needs in Al Kharj, Saudi Arabia. The performance of the two groups of students was compared to each other, one in which students received learning based on a strategy of structural cognitive maps, and other students received the learning based on the traditional teaching strategies. The data was collected through pre and post-tests the self-cognitive beliefs and the motivation of academic achievement. The results showed the presence of statistically significant differences at the level of (α ≤ 0.05) between the mean scores of students of the experimental group and controlled group students grades of the post measure in both the academic achievement motivation, and the measure of self-cognitive and beliefs in favor of the experimental group. The study concludes with recommendations for institutions of care for people with special needs to ensure the structural cognitive maps strategy in the curricula of teaching people with special needs.
الملخص الانجليزي
Quasi-experimental study aimed to investigate the effect of Active Learning based on Structural Cognitive Maps strategy in developing cognitive beliefs, self-motivation and academic achievement among the students with special needs in Al Kharj, Saudi Arabia. The performance of the two groups of students was compared to each other, one in which students received learning based on a strategy of structural cognitive maps, and other students received the learning based on the traditional teaching strategies. The data was collected through pre and post-tests the self-cognitive beliefs and the motivation of academic achievement. The results showed the presence of statistically significant differences at the level of (α ≤ 0.05) between the mean scores of students of the experimental group and controlled group students grades of the post measure in both the academic achievement motivation, and the measure of self-cognitive and beliefs in favor of the experimental group. The study concludes with recommendations for institutions of care for people with special needs to ensure the structural cognitive maps strategy in the curricula of teaching people with special needs.
تاريخ النشر
02/12/2015
الناشر
مجلة جامعة النجاح للأبحاث (العلوم الانسانية)
رقم المجلد
29
رقم العدد
9
الصفحات
1632-1666
رابط الملف
تحميل (0 مرات التحميل)
الكلمات المفتاحية
Keywords: structural cognitive strategy, self-cognitive beliefs, academic achievement motivation, people with special needs, learning difficulties.
رجوع